High School Literary Studies Unit

A Raisin in the Sun
High School
Unit Plan
Monique J. Gayles Secondary English & Psychology Teacher

A Raisin in the Sun by Lorraine Hansberry
Unit Rationale
Henry Ford Academy: School for Creative Studies
Guiding Questions:
1. How does the play A Raisin in the Sun mirror the social, educational, political,
and economical climate of the 1950’s?
2. How does the play illustrate the impact this climate had on African Americans'
quest for "The American Dream"?
3. In what ways are the struggles from the 1950’s reflected today?
Unit Goals:
In this unit students will read A Raisin in the Sun by Lorraine Hansberry. Through the
play we will analyze the 1950’s time period of the Civil Rights Movement. During the
introductory lessons for this unit students will be introduced to the 1950’s by exploring
the general events, creations, and cost of living, before focusing specifically on African
American culture. After the initial introduction of the 1950’s the students will build on
their prior knowledge of the CRM to focus their attention on segregation and integration
laws and court cases namely, Cumming v. Richmond County Board of Education, Plessy
v. Ferguson, and Brown v. Board.
Through this unit students will be able to: identify the racial injustices from the 1950’s-
1960’s, evaluate the strategies that were used in the CRM to fight injustices, explain and
conceptualize how racial injustice prevented people of color from accomplishing goals,
as well as learn of writers and other people who were able to use art and creative
expression as an escape during the black struggle. The ARITS unit will also help us to
evaluate the drama genre of literature.
As an essential part of this unit students will complete an assessment that will allow them
to show their knowledge from the unit in the form of a news broadcast. Students will also
be assessed in an traditional final exam that will test their vocabulary knowledge, and
comprehension skills.
Essential Questions:
The guiding questions for this unit will include the students’ discovery and reflection of
others’ experiences as well as their personal experiences. In the unit we will address the
main theme of dreams deferred and accomplished along with the other listed questions.
• How are relationships formed between people in different context?
• What is justice/injustice?
• How is justice served?
• How are dreams created?
• How are dreams actualized? What is ingenuity?
• What are the characteristics of a true hero?
• How have American heroes (fictional and real) overcome various challenges
through ingenuity?
• What is the heroic cycle in literature and how can it be applied to everyday
life?
School Context:
This unit is designed for students in Grade 10 at Henry Ford Academy: School for
Creative Studies. Since the school has a focus on creative studies the unit will be
presented in a series of interactive activities that will highlight and request the students’
creative selves to shine. This unit will also help to further explain to the students their
unique opportunity of being educated in a school that focuses on creative studies, and
other opportunities that they will partake in as adults, such as voting and attending
college. The unit will begin on February 12, 2011, so it will also be used as an accessory
in exploring black history month. Once students have participated in activities that will
allow them to visualize and deeply understand the time and context of the story we will
begin reading ARTIS. After students have completed the reading of the play the students
will view the movie of the text during class. During the viewing of the movie we will
evaluate the similarities and differences in the storyline, so that students can how
different forms of media have different approaches and goals through their work.
Rational for A Raisin in the Sun by Lorraine Hansberry:

The play A Raisin in the Sun was selected because of its importance in the African
American community, as well as its importance in the Cannon of African American
literature. The play tells the story of a black family that is relocating to a white
neighborhood during the time that racial tension was extremely high. The text highlights
how simple dreams of African Americans were distorted from racial injustices. It also
shows how relationships affect people in different context, as well in the importance of
family dynamics and how they can change given a context. This play will also spark self-
reflection in the students so that can think closely about their goals and the paths that will
help them achieve those goals and possible setbacks that they may face given the current
political environment and social struggles in America.
The play will allow students to explore the drama genre as well as compare drama
writing to the theater. In the unit we will watch the movie that was produced from the
play after we have read the play. This will allow us to look closely at the similarities and
differences between the written and performed versions of the play, so that we can decide
distinguishing elements unique to both.
Common Core Standards:

The common core standards come from The Common Core Standards State Initiative.
The creators of the standards are pushing states around the United States to adopt them
over their current state standards, so that all students are working on the same grade level
goals across states. The state of Michigan has agreed to adopt the common core standards
in the coming years. The common core standards and more information on them can be
viewed at the following web address: http://www.corestandards.org/
This unit will address a plethora of the common core standards for grade 9-10 in reading
as well as writing. The standards that are being addressed as well as the activities that
meet them are as followed:
Reading: Literature
Key Ideas & Details
• Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
o Argumentative Essay, class discussions
• Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective
summary of the text.
o Metaphors, “A Dream Deferred”, Dream personal
narrative/reflection, class discussions
• Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
o Character profile, class discussions
Craft and Structure
• Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a
formal or informal tone).
• Analyze how an author’s choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
o Play vs. Movie lesson,
Integration of Knowledge and Ideas
• Analyze how an author draws on and transforms source material in a

specific work (e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare).
o “A Dream Deferred”/ Metaphor lesson
Writing Grade 9-10
Text Types and Purposes

• Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
o Argumentative Essay
• Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
o A Raisin in the Sun Times Newspaper Project
• Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured
event sequences.
o A Raisin in the Sun Times Newspaper Project, Dream
narrative/reflection
Production and Distribution of Writing
• Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards
1–3 above.)
• Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
o Workshop & Writing Conferences
• Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
o HFASCS ARITS 10th grade unit Website
A Raisin in the Sun Unit Plan Project
Day 1
Overview: Students will read the poem A Dream Deferred and learn about metaphors.
They will also be able to create and critique metaphors.
Instructional Goal(s)
Students’ understand that connection between the poem ADD and the ARITS play.
Common Core Standards Met: Resources

 L. 9-10.5: Demonstrate understanding of  White Board
figurative language, word relationships, and  Composition Books (students)
nuances in word meanings  A Dream Deferred
 Sensory Device Worksheet
Learning Objectives: Students will be able to create and critique metaphors.
Assessment: Assessments today will be both formative and summative. Students will
participate in a summative group work assessment in which they will be assigned a line
from the poem that they are to assess with the group members. As a formative assessment
students will participate in a class discussion in which we will discuss the possible
implications of the poem and the metaphors that it employ.
Lesson Vocabulary:
Metaphor- figurative language (implicit comparison)
Simile- figurative language drawing comparisons.
Instructional Sequence:
When students enter the classroom tell them that there is a sentence on the board that they
will be asked to complete. Inform the students that everyone must share, so they should
make sure they have something recorded.
Do Now Assignment:
“This morning I feel _________________________________________.”
After students have completed the sentence they will be asked to share their completed
sentence out loud with the class. (5 minutes)
After every one including the teacher has shared their completed sentence. The teacher
will explain the wonder of literary/writing devices that allow writing to be colorful,
specifically simile and metaphors. (7 minutes)
After students have learned about the literary devices ask them to rewrite their sentences,
to share with the class again. (5 minutes)
Now the instructor will explain that we will be studying with the poem A Dream
Deferred by Langston Hughes. After Briefly giving some background on Langston
Hughes the instructor should pass out copies of the poem or ask students to copy it from
the board. (5 minutes)
o Langston Hughes: novelist, playwright, and short story writer. He was born 1902
and he died in 1967. Harlem Renaissance his work mimicked the time period of
the Jim Crow era.
o A Dream Deferred
Teachers will read the words of the poem with students out loud. (2 minutes)
Students will be asked to read the words of the poem silently and record their thoughts in
the margins. (10 minutes)
Students will then listen to a recording of the poem. During this time students will be
directed to elaborate on the comments that they made in the margins previously. (10
minutes)
With the teacher the students will be asked to identify the metaphors in the poem. (5
minutes)
Using one of the metaphor lines in the poem the teacher will discuss the possible
meanings. (5 minutes)
After going over the metaphor and the possible means for it. The teacher will assign the
students to groups where students will be assigned one metaphor that they have to
examine. (20 minutes)
Directions:
In your groups discuss the possible meanings for your metaphor. After students
have created a possible meaning for the metaphor the group must then complete
the sensory and imagery chart. (See following worksheet)
After students have completed their assignments have them to report out to the rest of the
class on their metaphor. (7 minutes)
Once all students have shared with the class we will piece the metaphors back together
and create a story that we think Hughes was possibly examine in his poem. (7 minutes)
The teacher will then wrap up discussion by telling students to create a metaphor about a
dream that they have had in the past, or currently have. Students should be reminded that
their homework will be graded and is required for the work the following day.
Homework:
In your composition book, create a metaphor about a dream (goal) that you had or
currently have. Write a few sentences to explain your dream and what inspired it.
Lesson Reflections:
The Do Now assignment for this lesson required that students translate their emotions
into one word; in many cases students reported out metaphors the first time around.
Although the students use of metaphors the first time around was not anticipated it helped
me to transition into the creation of metaphors ever easily. During this lesson students
were very knowledgeable about Langston Hughes, but not very knowledgeable about
Lorraine Hansberry. In the lesson for the next day, the students will need to be orientated
to Lorraine Hansberry. **Remind students that when we talk about dreams we are talking
about goals/aspirations.
Day 2
Overview: This lesson will be the first lesson since the return from break. Before hand
the students will have discussed the poem A Dream deferred by Langston Hughes, in
whole group and small group settings. Students will review the poem and review the
social climate of the 1950’s before going into the actual reading of the play.
Students’ understanding of the social struggle of blacks in the 1950’s and will begin to
learn the methods of reader’s theatre.
 RL.9-10.2: Determine a theme or central idea of a  Overhead Projector/
text and analyze in detail its development over the  PowerPoint Presentation
course of the text, including how it emerges and is  Composition Books (students)
shaped and refined by specific details; provide an  IEPC Worksheet
objective summary of the text.
 SL.9-10: Initiate and participate effectively in a

range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and
persuasively.
 SL.9-10.4: Present information, findings, and

supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning and
the organization, development, substance, and style are
appropriate to purpose, audience, and task.
Learning Objectives: Students will be able to discuss the social climate of the 1950’s
compared to today. Students will also learn about the author of ARITS, Lorraine
Hansberry.
Assessment: Assessments today will formative and based on class notes, discussion, a
group activity, and IEPC Chart. During this lesson students will take notes in their
composition books that will be later collected and credit will be given. These notes
should also students to engage in the class discussion in order to reflect thoughtfully
about the topics at hand. Students will be assigned a role in the Brown v. Board group
activity where they will be evaluated based on their participation to the group’s success.
Lastly, the IEPC chart will allow students to make predictions about the Younger family
based on the social climate of the 1950’s, and the author’s background.
Lesson Vocabulary:
Oppression- prolonged cruel or unjust treatment
Discrimination-unjust treatment based on differences
Segregation-the act of separating or setting apart
Liberation- being free from a situation that limits freedom
Integration-the act of combing/mixing
The teacher should greet the students and allow students to share Hi/Lows from their
break. Once students have shared the teacher will introduce the “Do Now Assignment”
(5 minutes)
Do Now Assignment: What happens to a dream deferred? -Create a response based on

your own feelings. (Do NOT quote the poem). How are your ideas alike or unlike the
ideas in Langston Hughes’ poem?
Students will be given ten minutes of silent writing to complete their Do Now
Assignments in their composition books. (10 minutes)
After the ten minutes have passed the teacher will start off a discussion by cold calling on
students to participate, and taking volunteers. During the discussion of the students’
answers it is important that the teacher have the students to relate their ideas back to the
poem to consider similarities and differences. During this discussion a review of the
poem A Dream Deferred should also be included. (10 minutes)
Explain to students that today we will explore some facts about the author as well as facts
on the social climate of the 1950’s in a PowerPoint presentation.
The teacher will lead the class through the PowerPoint presentation while the students
should take notes on the presentation in their composition books.
On slide 6 of the PowerPoint Presentation the teacher will introduce the Brown v. Board
group activity. (15 minutes)
Directions:
o Divide students up into race groups at random (black/white)
o If you were assigned to be a “white” student today you should create at
least 3 claims stating why the schools should remain segregated.
o If you were assigned to be a “black” student today you should create at
least 3 claims stating why the schools should be integrated.
o Once each said has deliberated on possible claims that they will make they
will present the claims as if they were apart of the trial.
Once students have presented their claims the teacher will explain the outcome of the
case and show a YouTube clip about the Brown v. Board trial that is located in
PowerPoint Presentation. (6 minutes)
After the clip has ended the teacher will continue on with the PowerPoint Presentation by
telling students that we will look at the government, family structures and cost of living
in the 1950’s. (15 minutes)
At the end of the PowerPoint Presentation the students will be introduced to a prediction
assignment. Students will complete an Imagine-Elaborate-Predict-Confirm, IEPC chart.
Directions:
The teacher will name the members of the Younger Family, and then direct
students to take 3 minutes to imagine what they will be like, considering the
social climate that they live in. (3 minutes)
The Teacher will have students to participate in a Think-Pair-Share, to explain to

another student nearby about how they imagine the Younger Family. (3 minutes)
After students have participated in the Think-Pair-Share, the teacher will direct
students to elaborate on the ideas from their I column based on the ideas that their
partner shared. (The teacher should model an example of this.) (5 minutes)
Once all students have filled out their elaboration column the teacher should ask
students to share their initial responses, and their elaborated response. (7 minutes)
Finally the teacher will prompt the students to make predictions about the
Younger family that they will adjust or confirm later. If time permits the students
will also report out on their predictions (10 minutes)
Homework:
Complete your predictions on the Younger family. Come to class prepared to share your
predictions.
Lesson Reflections:
This lesson was a bit difficult to get through because it was a lecture style lesson. I used a
PowerPoint to introduce the students to the author of the play and to provide some
general information on the 1950’s. It was hard to keep students engaged and cooperative,
because of the little interaction during the PowerPoint. Once students were invited to
participate in a group activity they were more cooperative, and things began to run more
smoothly. The next time this lesson is taught I think I will use an grab bag technique to
introduce the students to the author. In a large paper bag I will gather things that are
symbolic to Lorraine Hansberry and her legacy; this way students are more engaged and
interactive when learning about her.
Day 3
Overview: This lesson will introduce the students to expand on their predictions about
the Younger family. It will also teach students how to make confirmations of their
predictions using textual evidence.
Students’ will expand on their predictions about the Younger family as well as confirm
those predictions.
 RL. 9-10.2: Determine a theme or central idea of a  White Board
text and analyze in detail its development over the  PowerPoint Presentation
course of the text, including how it emerges and is  Composition Books (students)
shaped and refined by specific details; provide an  IEPC Worksheet
objective summary of the text.  Making Inferences Worksheet
 SL. 9-10.1: Initiate and participate effectively in a
persuasively.
 RL. 9-10.3: Analyze how complex characters (e.g.,

those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters,
and advance the plot or develop the theme
Learning Objectives: Students will be able to make predictions about the Younger
family using information about the social climate of the 1950’s. Students will also make
confirmations on their predictions as they begin to read the text.
Assessment: Assessments today will formative based on the Do Now assignment and the
class discussion. In the beginning of class students will complete the Do Now assignment
that will ask them to expand on their predictions of the Younger family. We will use their
explanations to start off our discussion. As a final assessment piece, in this lesson,
students must write in their composition books any confirmations that the text has given
them on their predictions.
Lesson Vocabulary:
Predictions- a thing predicted/ forecast
Confirmations- the act of establishing correctness
Inferences- a conclusion reached based on evidence and reasoning
The teacher should greet the students and allow students to share Hi/Lows from day/night
before. Once students have shared the teacher will introduce the “Do Now Assignment”
(5 minutes)
Do Now Assignment: Expand on your predictions about the Younger family in your
composition book. Use the notes that we took in class to support the claims that you
make. Be prepared to share your answer with a partner.
answers it is important that the teacher have the students to support their answers using
factual information that they have learned about the living conditions of African
Americans in the 1950’s. (10 minutes)
Explain to students that today we will explore start to read the play, and that during
reading we will have to make some inferences to find out all the information that we need
to know about the characters, their personalities, and how they interact with other
characters.
The teacher will take volunteers to explain inferences and what they are. After we have
created a solid definition for interferences and what they are, the teacher will briefly
complete a mini lesson on inferences with the class. (5 minutes)
After the mini-lesson the students would be invited to independent practice working with
a partner to complete a worksheet on inferences. (15 minutes)
Once all students have completed the worksheet. The teacher will assign roles for reading
and go over reading participation points. (2 minutes)
Reading Participation Points: Everyone starts out with 5 points, and it is your job
to maintain those points by being an active contributor to our conversation and the
reading environment.
The class will begin reading from Act I Scene I. (33 minutes)
Discussion Questions:
o What is the economic position of the Youngers?
o Why does so many people live in one apartment?/ Why do they have to share a
bathroom?
o Why does Ruth tell Travis he can’t have the 50 cents?
o Why does Walter give Travis the 50 cents? –What does this represent?
o How do Walter and Beneatha differ in their opinions about how Mama should
spend her money?
o How is Mama’s plant symbolic to the Younger family?
o Do you think that Ruth should be more supportive of her husband?
o What are the roles in a family? What role do you play? What are the character’s
roles in the Younger family? (This should be discussed as well as drawn in a
family tree.)
The goal will be to read up to at least page 38. After the class have met that goal or time
no longer permits the teacher will stop reading and start a wrap-up discussion.
From the discussion the teacher should prompt students to talk about their predictions and
whether or not they were able to confirm them based on what we have read in the play so
far. The students should write their confirmations in their composition books.
(10 minutes)
The Teacher should also announce the composition book check!

A Day= Tuesday, March 8, 2011
B Day= Monday, March 7, 2011
o Do Now: What happened to a Dream Deferred?

o Younger Family Predictions
o Younger Family Confirmations
o Younger Family Tree
o Notes on PowerPoint Presentation
o Lorraine Hansberry
o Explorations of the play
o Legal Battles (all 3)
Homework:
In your composition book, complete your Younger family confirmations. Is the Younger
family living up to the predictions that you made about them? Why or why not?
Prepare for your composition book check.
Lesson Reflection:
This lesson went really well! Students were extremely excited to volunteer for roles in
Act I Scene I. In the first hour of this lesson I had student readers to sit in the middle of
the classroom; this was troublesome because of the limited space. In the second hour I
allowed students to sit in their current seats, but I selected students on all ends of the
classroom. The position of the student readers complimented the reading of the play and
helped students to understand the dialogue between the characters.
Day 4
Overview: Students will learn the definition of classism and participate in a series of
activities that will explore classism through hands-on activities and reflective writing.
Students’ will understand the meaning of classism and explore their experiences with
class discrimination and privilege.
 RL.9-10.2: Determine a theme or central idea of a  White Board
text and analyze in detail its development over the  Composition Books (students)
course of the text, including how it emerges and is  Privilege Walk Questions
shaped and refined by specific details; provide an  News Report
objective summary of the text.  Exit Slip
 RL. 9-10.1: Initiate and participate effectively in a
range of collaborative discussion (one-to-one, in
grades 9-10 topics, text, and issues, building on others’
ideas and expressing their own clearly and
persuasively.
Learning Objectives: Students will be able to define class and classism and detail how it
affects/ helps them in society.
Assessment: Assessments today will be formative and used to help the students engage
each other in discussion that allow them to actively think about their privilege or
disadvantage in society. There will also be an exit slip designed so that students can
reflectively think about the activities and discussion from today’s class.
Lesson Vocabulary:
Class- the dividing of people based on one’s worth, who one knows, and what one
knows.
Classism- a prejudice against or in favor of someone belonging to a particular class.
Usually based upon three factors; i.e., economic capital (one’s financial worth), social
capital (who one knows), and cultural capital (what one knows).
Prejudice- a perceived opinion that is NOT based on experience.
(5 minutes)
Do Now Assignment: What makes a student/ person popular? Can you be a self-claimed
popular person?
After the five minutes have passed the teacher will start off a discussion by cold calling
on students to participate, and taking volunteers. (10 minutes)
The teacher will direct students in a privilege walk activity. Students should be directed
that they should be no talking during the activity and they should observe their peers
positions in the activity. The teacher should also announce that this activity is a very
serious one and it deals with sensitive issues so people should be respectful of others
feelings. If at any time I feel that students are not being respectful we will stop this
activity. (10 minutes)
After the privilege walk students should be prompted to free write any feelings that they
have from the activity. They should reflect on any surprises, expectations, or eye opening
moments during the activity. They should also be asked why they think we completed
this activity. (10 minutes)
Follow-up questions for discussion:

• How did this exercise make you feel?
• Which statements stood out for you the most?
• What have you learned from this experience?
• What can you do with this information in the future?
• What is your “gut reaction” to where you find yourself at the end of this list of
privileges?
• Are you surprised at where you are?
• How does it feel to be in front? In the middle? In back?
• Did you come to any new realizations? If so, which one had the most impact?
The teacher will lead a discussion that will prompt the discussion of class and classism.
In this discussion students should share their free write responses or any feelings that this
activity evoke. (20 minutes)
The teacher will transition the discussion into a current classism issue using a newspaper
article. Students will read the article and as a class we will discuss the elements of the
story that show examples of class issues that we talked about earlier as well as the issues
that the Younger Family are experiencing. (20 minutes)
In the last ten minutes of class students will complete an exit slip that ask them to define
class in their own words and give a situation that showcases a difference in classes.
(10 minutes)
Homework:
Complete your vocabulary run down activity on index cards, using the assigned 20
vocabulary words.
Lesson Reflection:
The privilege walk activity involved some sensitive topics, and all students were not open
to participating in the activity where they actually had to move forward and backward.
Therefore, I changed the activity to a paper based activity where students could
conceptualize their privilege on their own, without the watchful eye of their peers. Even
though turning the activity into a paper-based activity ensure privacy it lacked the
empathy that this lesson needed. This lesson should come later in the unit once students
are comfortable with the teacher and themselves.
Day 5
Overview: Students will participate in a vocabulary activity where they will provide
everyday examples of their vocabulary words.
Students’ will be able to use the vocabulary in the correct context, as well as relate them
to their everyday lives. Students will also fill out their Dream Essay Outline.
 W. 9-10.2: Write informative/explanatory texts to  White Board
examine and convey complex ideas, concepts, and  Composition Books (students)
information clearly and accurately through the effective Vocabulary Index cards
selection, organization, and analysis of content.  Dictionaries
 Dream Essay handout
range of collaborative discussion (one-on-one, in
grades 9-10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and
persuasively.
Learning Objectives: Students will be able to define the vocabulary words and use them
in the right context. Students will also be able to transform their aspiration free write
activity into a solid outline for their dream essay.
Assessment: Assessments today will formative and used to help students begin to
understand the vocabulary words. Students will also start the formalization process into
their personal reflection narrative of their final assessment. Students will be assessed
using their completing of their vocabulary run down cards, and their completed dream
essay outline.
Lesson Vocabulary:
Unit vocabulary
(5 minutes)
Do Now Assignment: Which one of the vocabulary words that you feel that you know
very well? How did you learn the word? Provide a definition and example of the word.
After the ten minutes have passed the teacher will break the students up into six groups
and assign to words based on the “color” words. (15 minutes)
Green Words Purple Words Pink Words
Segregation Metaphor Dialogue
Integration Symbolism Monologue
Stereotype Paradox Soliloquy
Discrimination Irony Allusion
Prejudice Protagonist
Oppression Antagonist
Inequity
Liberations
Classism
Class
While the students are in their groups they need to:

Decide why the words that they are assigned are in the same color group
What do the words have in common?
They must also provide at least 1 example of the words from any social context.
They must be prepared to share their words and examples to the class.
After the students have used their time to discuss the vocabulary words that they were
assigned they will present out to the rest of the class on their words and examples.
Students who were not a part of the group that is reporting out should record their
examples on their proper index cards. ( 15 minutes)
Students will be instructed to put away their index cards (They need to keep up with them
since we will use them while we are reading the play) As another activity the teacher will
introduce the personal reflection piece/ dream essay.
Homework:
Complete your dream essay outline. Transfer your outline using complete sentences to
create your essay rough draft.
Lesson Reflections:
This vocabulary group portion of this lesson never happened because students failed to
complete their index card homework assignment. Instead of using the index cards to
complete the above activity, we spent class time completing the index cards. I think that
the vocabulary activity would have been very beneficial for students, so that they gain a
context for the words, but unfortunately we were unable to complete the activity because
of time constraints. The outline used to help students start their dream essays was a very
good tool, that broke down the essay writing into manageable parts.
Unit Plan Project
Dream Essay
Students will write a 5-paragraph essay in which they discuss an dream or aspirations that
they have. The essay can talk about their plan to accomplish dreams, or dreams that they
have accomplished. Students must use the Dream essay outline, to outline and construct
their dream essay.
The essay should follow the 5-paragraph essay format in which, the introduction
paragraph should be the building block of the entire essay. For example, the supporting
detail 1 should introduce the reader to the topic of the supporting paragraph 1, and so on.
The essay should be double-spaced typed in 12 pt. Times New Roman font. If you need
additional help completing the outline or essay be sure to come to tutoring hours
Wednesday or Thursday from 4-4:30pm.
The rough draft of this assignment is worth 50 points and due Wednesday, March 16,
2011. The final draft of this assignment is worth 100 points and is due Monday, March
21, 2011.
Day 6
Overview: Students will continue reading the text (Act 1 Scene 2), and start the peer
editing process to complete the first assignment of their final assessment.
Students’ will complete the peer editing process of their final assessment personal
reflection narrative.
 W. 9-10.5: Develop and strengthen writing as  White Board
needed by planning, revising, editing, rewriting, or  Composition Books (students)
trying a new approach, focusing on addressing what is  Peer Editing Handout
most significant for a specific purpose and audience.  Dream Essay Rubric
 Highlighters
 L. 9-10.1: Demonstrate command of the
conventions of standard English grammar and usage
when writing or speaking
 L. 9-10.2: Demonstrate command of the

conventions of standard English capitalization,
punctuation, and spelling when writing.
Learning Objectives: Students will be able to edit each other’s papers to make sure that
their writing partner’s paper has the proper format for an essay.
Assessment: Assessments today will formative based on the Do Now assignment and
that will ask them to think about Beneatha’s role in the Younger family. We will use their
explanations to start off our discussion to introduce the students to Act 1 Scene 2. As a
final assessment piece in this lesson the students will participate in a peer editing session
where they will edit each other’s dream essay from a previous lesson.
Lesson Vocabulary: N/A
(5 minutes)
Do Now Assignment: What is Beneatha’s role in the Younger family? In what ways
does she meet/fail to meet the stereotype of black women in the 1950’s? If Walter and
Beneatha lived in 2011 how might their relationship be different?
answers it is important that the teacher have the students relate their experience with
Beneatha’s experience so that they can begin to conceptualize how she could possibly
feel. (10 minutes)
The teacher will assign roles for reading and go over reading participation points.
Reading Participation Points: Everyone starts out with 5 points, and it is your
job to maintain those points by being an active contributor to our conversation
and the reading environment.
The class will read to the end of Act 1 Scene 2. (40 minutes)
Discussion Questions:
• What has happened/happening to Walter and Ruth’s relationship?
• What role does Asagai play in the story? What does he represent?
• What is the relationship between Beneatha and Asagai like? How do they meet
the gender roles of a man/woman relationship?
• What type of man was the father? How can we infer this information?
• How does Walter fail to fill his father’s shoes?
• What are Beneatha’s feelings on religion? How do they contradict Mama’s and
the way she was raised?
• What’s the matter with Ruth?
• In what ways is hair related to identity? How has this relationship been shaped?
The goal will be to read up to at least page 75. After the class have met that goal or time
no longer permits the teacher will stop reading, start to work on a free write where they
will tell the story of their dream.
The students will take part in a peer editing session on their dream essays written in the
free write exercise. The students will be broken up into groups of four and each student
will edit the paper based on their role in the group. (25 minutes)
Homework:
Make corrections to your Dream essay rough draft. Be sure to take into consideration the
comments that your peers made on your essay. You must also complete a self-edit
checklist on your paper, before turning it in.
Lesson Reflections:
In the peer editing process of this lesson students were to circulate around the room to the
different stations when they were directed to do so. Although the changing of tables kept
the students alert, it often interrupted working time. After changing tables it took students
a while to settle back down. The next time that I teach this lesson I will allow students to
stay at one table; this way there is lesson commotion in the classroom. Instead of making
it mandatory for students to switch stations I will recommend switching times, but allow
students to decided how long they need to spend at a particular station.
Day 6

Peer Editing Workshop Rationale
In the Peer Editing Workshops students will be assigned a writing partner that will
remain the same through the end of the unit. The Peer Editing Workshop will allow
students to familiarize themselves with the basic format of an essay. The PEW will also
help students to meet the following Common Core Standard:
• W.9-10.3. Write narratives to develop real or imagined experiences or events

using effective technique, well-chosen details, and well-structured event
sequences.
• W.9-10.5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience sequences.
• W.9-10.10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two)
for a range of tasks, purposes, and audiences
During PEW the classroom will be set up in stations. At each station students will focus
on one component of the essay at a time. At the stations students will sit with their
writing partner and at least one other pair. While at the stations the students should swap
papers with their partners and follow the directions that are posted at each statement.
Once students have finished editing their partner’s essay, the students should discuss any
comments that they have about their partner’s essay. At the end of the PEW students will
return the essays to their owner. All students will be required to produce a second draft of
the essay using the comments and suggestions from their partner.
Peer Editing Workshop
Station 1
Station 1: Students at this station will compare their partner’s introduction and
conclusion paragraphs.
The introduction paragraph should introduce the reader to the topic of the essay.
Introduction Checklist
o The first sentence of the paragraph is a general statement on the topic of the
paper. Highlight this sentence using the color green.
o There are 3 supporting detail sentences that relate to the topic.
o Highlight the first supporting detail sentence in blue.
o Highlight the second supporting detail sentence in red.
o Highlight the third supporting detail sentence in yellow.
o The last sentence is the thesis statement of the paper. (It provides information on
the overarching theme/topic of the paper.) Highlight this in purple.
The conclusion paragraph should restate the main ideas of your introduction paragraph
using different words. The conclusion paragraph should NOT have the same exact
wording as the introduction paragraph, but it should present the same ideas.
Conclusion Checklist
o The sentences in the conclusion paragraph mirrors the sentences in the
introduction, but do NOT use the same wording.
o The ending is satisfying to the reader (Does the conclusion complete the essay by
wrapping up the main ideas of the essay?)
**Once you have completed the checklist, discuss your comments with your partner
about his/her essay.
Station 2
Station 2: Students at this station will compare their partner’s first supporting detail with
their first body paragraph.
The first supporting detail of the introduction paragraph should introduce the reader to
the main idea in the first body paragraph.
Procedure:
Highlight the first supporting detail in blue.
Using the same blue marker star the first body paragraph.
Read the first body paragraph completely.
After you have read the first body paragraph use a pencil to write the main idea of this
paragraph in the margins of the essay.
Then refer back to the introduction to find the first supporting detail and refer to the
following checklist.
First supporting detail sentence & First body paragraph Checklist

o The idea of the first supporting detail sentence is used to write the first body
paragraph. (Is the first body paragraph an elaboration of the first supporting
detail?)
o The first body paragraph is at least five complete sentences long.
o Square the beginning of incomplete sentences.
Station 3
Station 3: Students at this station will compare their partner’s second supporting detail
with their second body paragraph.
The second supporting detail of the introduction paragraph should introduce the reader to
the main idea in the second body paragraph.
Procedure:
Highlight the second supporting detail in red.
Using the same red marker star the second body paragraph.
Read the second body paragraph completely.
After you have read the second body paragraph use a pencil to write the main idea of this
Then refer back to the introduction to find the second supporting detail and refer to the
Second supporting detail sentence & Second body paragraph Checklist

o The idea of the second supporting detail sentence is used to write the second body
paragraph. (Is the second body paragraph an elaboration of the second supporting
detail?)
o The second body paragraph is at least five complete sentences long.
Station 4
Station 4: Students at this station will compare their partner’s third supporting detail
with their third body paragraph.
The third supporting detail of the introduction paragraph should introduce the reader to
the main idea in the third body paragraph.
Procedure:
Highlight the third supporting detail in yellow.
Using the same yellow marker star the third body paragraph.
Read the third body paragraph completely.
After you have read the third body paragraph use a pencil to write the main idea of this
Then refer back to the introduction to find the third supporting detail and refer to the
Third supporting detail sentence & Third body paragraph Checklist

o The idea of the third supporting detail sentence is used to write the third body
paragraph. (Is the third body paragraph an elaboration of the third supporting
detail?)
o The third body paragraph is at least five complete sentences long.
Day 7
Overview: Students will be taught how to pick reliable resources to begin research for
the second assignment in their final assessment.
Students’ will complete the peer editing process of their final assessment personal
reflection narrative.
 SL. 9-10. 1: Initiate and participate effectively in a  White Board
range of collaborative discussions (one-on-one, in  Composition Books (students)
groups, and teacher-led) with diverse partners on  Goin’ to Chicago Documentary
grades 9–10 topics, texts, and issues, building on  Goin’ to Chicago Documentary
others’ ideas and expressing their own clearly and Tracking Sheet
persuasively.
 Credible Resource Info. Sheet
 Projector
Learning Objectives: Students will be able to identify credible resources to use in their
“In the News” Project.
Assessment: Assessments today will formative based on the Do Now assignment and
that will ask them to think about research resources and how they pick them. I will use
students’ answers to begin a mini lecture on credible resources. The final assessment in
this lesson is an exit slip that will ask a general question about the documentary. The
purpose of this assessment is to see what the students took away from the documentary.
Lesson Vocabulary: N/A
(5 minutes)
Do Now Assignment: How do you conduct research? What are some resources you use
to conduct research? How do you know if the sources you use have reliable information?
The teacher will go over a mini-lecture on resources and their credibility. This should be
done using the credible source handout, and class exercise where students will visit a
website and we will decide as a class if the website is credible. (25 minutes)
We will view the Goin’ to Chicago Documentary. While students are watching the
documentary they should record notes in their GTC tracking sheet. (35 minutes)
The students will complete an exit slip.

Exit Slip:
Why did African Americans move to Chicago/the North? How did the move
impact their lives? (10 minutes)
Homework:
Students will research an event from the 1950-60’s, or the Civil Rights Movement, using
the credible resource handout.
Lesson Reflection:
During the viewing of the movie students were really engaged, because they knew that
they would be responsible for completing a worksheet. Before the viewing of the
documentary I went over the worksheet with students so that they were primed on the
material that they should be listening closely for. I believe that contributed to the
cooperation and engagement during the documentary. The next time I teach this lesson I
would like to create smoother transitions into discussion from the information provided in
the documentary.
Day 7

The CARS Checklist for Information Quality
Credibility
Because people have always made important decisions based on information, evidence of
authenticity and reliability--or credibility, believability--has always been important. If
you read an article saying that the area where you live will experience a major earthquake
in the next six months, it is important that you should know whether or not to believe the
information. Some questions you might ask would include:
• What about this source makes it believable (or not)?
• How does this source know this information?
• Why should I believe this source over another?
Author's Credentials
o The author or source of the information should show some evidence of being
knowledgeable, reliable, and truthful. Here are some clues:
o Author's education, training, and/or experience in a field relevant to the
information. Look for biographical information, the author's title or position of
employment
o Author provides contact information (email or snail mail address, phone number)
o Organizational authorship from a known and respected organization (corporate,
governmental, or non-profit)
o Author's reputation or standing among peers.
o Author's position (job function, title)
Indicators of Lack of Credibility

o You can sometimes tell by the tone, style, or competence of the writing whether
or not the information is suspect. Here are a few clues:
o Unnamed Work
o Lack of Quality Control
o If all the reviews are critical, be careful.
o Bad grammar or misspelled words. Most educated people use grammar fairly well
and check their work for spelling errors. An occasional split infinitive or comma
in the wrong place is not unusual, but more than two or three spelling or grammar
errors is cause for caution, at least. Whether the errors come from carelessness or
ignorance, neither puts the information or the writer in a favorable light.
Safety Sites
o .edu
o ,gov
o .org
o On-line journals
o Google scholar
Activity
Look at the following websites and decide if they could be authoritative sources, possibly
reliable sources needing verification, or questionable sources:
www.ala.org
www.nationalenquirer.com
www.ncsu.edu
www.answersingenesis.org
www.atheists.org
www.aclu.org
www.noaa.gov
Read more: http://www.bukisa.com/articles/375424_lesson-plans-for-teaching-internet-

search-skills-to-high-school-students#ixzz1DTBhMMQU
Day 8
Overview: Students will work in small groups to outline and understand the components
of a newspaper article.
Students’ will be able to write a mini-research project using an article format.

 W. 9-10.1: Write informative/explanatory texts to  White Board
examine and convey complex ideas, concepts, and  Composition Books (students)
information clearly and accurately through the effective  News Papers
selection, organization, and analysis of content  Magazines
 Elmo
 W. 9-10.6: Use technology, including the Internet,
to produce, publish, and update individual or shared
writing products, taking advantage of technology’s
capacity to link to other information and to display
information flexibly and dynamically.

persuasively.
Learning Objectives: Students will be able to outline the components of a newspaper

article so that they can produce their own article for the final assessment project.
Assessment: Assessments today will be formative and used to help the students engage
each other in discussion that allow them to actively think about the construction of a
news paper article, so that they can create their own article on an event from the Civil
Rights Movement.
Lesson Vocabulary:
Headline- title of the article, usually in large text
Byline- line that gives credit to the author of the writing
Lead- summarizes the main idea of the article
Hook- something that grabs the reader’s attention
Picture- illustration or photograph of the event
Caption- explanation of the picture
(5 minutes)
Do Now Assignment: What are the components of an article? What about articles get
you interested and wanting to read articles? (Sample articles are on each table)
The teacher will direct students in a whole class activity where we examine the
components of a newspaper article and answer the Do Now assignment as a class. During
this process the teacher should also have a student who is recording notes on the board
for the class. (10 minutes)
After the whole group discussion students will be divided up into groups so that can
examine another article to discuss the components to share with the class as a whole. (15
minutes)
Directions:
In small groups students should look at the components of the article and the
different features (font, size, captions, etc.) of the article to tell how they
contribute to the reader’s experience.
Once all the groups have presented their outline to the class, we will create a
general outline that all the students will be required to follow for their article. The
teacher should copy this format on the board and the students should copy it into
their composition notebooks. (20 minutes)
The teacher will transition in the reading and discussion of the text. Students will begin to
read Act 2 Scene 1. (30 minutes)
Homework:
Make-up any reading that you have missed from Act 1 Scene 1 to Act 2 Scene 1.
Lesson Reflections:
During the small group activity at the end of this lesson students should look at one
article per group, instead of their own article. This promotes more group unity and forces
students to work together and share ideas on the components of the paper. The
introductory section on article terms was extremely useful throughout the rest of the unit.
Be sure to relate the terms to the components of an essay, so that students can place them
in a familiar context.
Day 9
Overview: Students will examine the theme of African American beauty and identity and
theme through the reading of the text.
Students’ will address past and current issues surrounding African American beauty and
identity.
 RL. 9-10.2: Determine a theme or central idea of a  White Board
text and analyze in detail its development over the  Composition Books (students)
course of the text, including how it emerges and is  Construction Paper
shaped and refined by specific details; provide an  Magazines
objective summary of the text.  Markers
and advance the plot or develop the theme.
Learning Objectives: Students will be able to address how the author conveys messages
about African American beauty and identity through the text.
Assessment: Assessments today will be formative and take the form of class discussion.
Students will also work in small groups to define today’s perception of African American
beauty and identity.
Lesson Vocabulary:
N/A
(5 minutes)
Do Now Assignment: How is beauty assessed in the African American community?

Where do our ideas about beauty and self-identity come from? Define what is beautiful to
you. How do you identify yourself?
The teacher should transition the class discussion into the review of the text. This will
refresh the scene and action that we have read so far. Once the students are up to speed
on the previous reading we will read the text. Read Act 2 Scene 1.
(40 minutes)
After reading and class discussion the students will work in small groups to define
African American beauty. The students should use popular culture idols, magazines and
other sources of media to give a face to their perception of African American beauty. (10
minutes)
The students will present their definitions and post them in the classroom. (5 minutes)
Students will be given 30 minutes of class time to get in their mini-research groups to
gather research on their CRM event article.
Homework:
Continue research on your CRM event. Read through the information that you have to
gain knowledge on the event and its impact on the community.
Lesson Reflections:
Students were very willing to share during this do now assignment; they had some very
interesting ideas about beauty and how it is determined. Students were not afraid to
disagree with an idea that another student had, but they did so in a polite way. The
discussion from this lesson was very productive. The next time this lesson is taught I
would like to incorporate other culture’s perceptions of beauty into the discussion; this
way students will begin to broaden their views on beauty.
Day 10
Overview: Students will work in small groups to study characterization and how it
impacts the reading experience.
Students’ will create body outlines for each of the main characters using the
components of characterization.
 RL. 9-10. 3: Analyze how complex characters  White Board
(e.g., those with multiple or conflicting motivations)  Composition Books (students)
 Construction Paper
develop over the course of a text, interact with other
 Construction Paper (assorted
characters, and advance the plot or develop the theme. colors)
Learning Objectives: Students will be able to use the elements of characterization to

describe a character from the novel.
Assessment: Assessments today will be formative and used to help the students
understand the elements characterization and how it helps develop the characters of text
and the reader’s experience with the text. The concepts discussed in this lesson will be
used to help students complete a summative assessment in the form of a character profile.
Lesson Vocabulary:
Characterization- portrayal of fictional characters
(5 minutes)
Do Now Assignment: How does Lorraine Hansberry make the characters of her play
come to life? What are some elements that she gives the characters to make them seem
real? How does this help you to understand the character and their purpose in the text?
The teacher will direct students in a whole class activity where we examine the
components of characterization. The teacher will lead this discussion by allowing
students to discuss a famous character from popular culture and describe them by
answering the following questions:
• How does the character look?
• What stuff will the character say?
• What are some habits of the character?
• How/What will the character think?
• How/ What will the character feel?
• How do the character interact with other characters?
• What will the other characters say about them?
(5 minutes)
After we have gone over the main ideas of characterization the teacher will introduce the
characterization group activity.
Directions:
Choose groups of four students to work together. Then number the group
members from 1-4. Depending on their number they will be assigned a task to
help complete the characterization model on construction paper. (See following
sheet) (20 minutes)
Students will be directed to create a character profile, using the character profile
rubric. *The teacher will introduce this activity by showing a model of a character
profile. (35 minutes)
Students will present their character model to the class. (15 minutes)
Homework:
N/A
Lesson Reflections:
Students were very engaged in the character profile activity. This activity should
definitely be incorporated into other unit plans, if applicable.
Characterization Group Activity
Find the number that corresponds with the number you are in the group. Your role in the
group will be determined by the number you were assigned.
1. Character's Voice: Look for examples of the character's speech that
reveal important information about him or her. Record at least two direct
quotes. Beneath each quote, record what you think the character's words say
about him or her.

2. Character's Deeds: Search for passages that show something the
character does. Write at least two examples of the character's actions. Use
direct quotes, or state what the character does in your own words. Beneath
each statement, record what you think the character's reactions reveal about
him or her.

3. Character's Looks: Find passages that describe the character's
appearance. If you cannot find a direct quote, write what you think the
character looks like and why you picture the character this way. Include
information about the character's hair color, eye color, age, height, and
distinguishing features. Draw a sketch of your character.

4. Character's Thoughts and Feelings: Find descriptions of the character's
thoughts and feelings. Record at least two passages that show what's inside
the character's mind and heart. Beneath each quote, record what you learn
about the character by examining his or her thoughts or feelings.

Using construction paper students should complete the requirements for their role.
After all students have completed their role have a volunteer from your group lie down to
serve as your character’s outline.
Working cooperatively students should add clothes, facial features, and items that
represent the character to the body to portray the character.
Be prepared to present your character and your role assignment with the rest of the class.
Character Profile
Students will create a profile modeled after facebook profiles for a character in the novel.
The profile should be similar to a facebook profile with the information that it includes
but it should NOT be created on the facebook website. You may type up the profile or
create it on a half sheet of poster board. You will be graded using the following rubric.
The profile should include the following elements:
Requirement Points Points

Earned Possible
Photograph -can be a drawing, or an picture of how you 5
perceive the person
Location – where is your character from? Where are they 5
currently?
News Feed- what has your character been up to? 5
Status- what is your character feeling? 5
Friends- who does your character get along with? 5
Groups- what groups would your character belong to? 5
Occupation/Activities- what does your character do? 5
Favorite Quotes- what is an important quote that your 5
character has said?
About Me- what would your character want people to 5
know about them?
Future Plans/ Dreams- what is your character’s dream? 5
Characterization Group Activity Mini-posters 50
Total 100
Day 11
Overview: Students will finish reading the text and have a concluding discussion that
examines the themes that we have covered through the text.
Students’ will finish reading the text and understand how all of the themes tie into the
text.
 RL. 9-10. 1: Cite strong and thorough textual  White Board
evidence to support analysis of what the text says  Composition Books (students)
explicitly as well as inferences drawn from the text
 RL. 9-10.2: Determine a theme or central idea of a

text and analyze in detail its development over the
course of the text, including how it emerges and is
shaped and refined by specific details; provide an
objective summary of the text.

and advance the plot or develop the theme.
 RL. 9-10.5: Analyze how an author’s choices

concerning how to structure a text, order events within
it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery,
tension, or surprise
Learning Objectives: Students will be able to state how all of the themes of the text tie
into the text and how they are perceived today.
Assessment: Assessments today will be formative and take the form of class discussion.
In the class discussion students will participate in an oral recapping of the text and the
themes that we examined.
Lesson Vocabulary:
N/A
The teacher should greet the students and allow students to share HI/Lows from the
day/night before. Once students have shared the teacher will introduce the Do Now
Assignment. (5 minutes)
Do Now Assignment: Create a Younger family tree in your composition book? How did
the characters evolve in the play?
students to participate, and taking volunteers. (10 minutes)
The teacher should transition the class discussion into the review of the text. This will
refresh the scene and action that we have read so far. Once the students are up to speed
on the previous reading we will read the text. Read Act 2 Scene 3 (pg 123) & Act 3 Scene
1. The reading should be broken up into 15-minute increments, separated by discussion
questions.
The teacher will lead the students into a wrap up discussion that will ask students their
thoughts on the novel and its relevance to the African American community today.
Homework:
Make-up any reading that you missed for the play and create a Younger family tree.
Lesson Reflections:
Using the Younger family tree allowed students to visualize the connections in the
Younger family and helped them to solidify information from the text. The family tree
should be used and updated from the beginning of the text through the end.
Day 12
Overview: Students will work in their mini-research groups to understand the
construction of an article. They will also begin to outline their group articles.
Students’ will analyze how the structure of an article appeals to readers.

 W.9-10.4. Produce clear and coherent writing in  White Board
which the development, organization, and style are  Composition Books (students)
appropriate to task, purpose, and audience  The Detroit News Article
 Article outline sheet
 W.9-10.5. Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing
what is most significant for a specific purpose and
audience.
Learning Objectives: Students will be able to structure an article using an outline that
will appeal to readers by using the 5 W’s & H.
Assessment: Assessments today will be formative and summative. The formative

assessments will take the form of class discussion. The summative assessments will
manifest itself through the groups completed article outline.
Lesson Vocabulary:
See article vocabulary from Day 8
(5 minutes)
Do Now Assignment: When you are listening to, or reading news reports what type of
information do you except to hear? What important is important to know? What
information is least important? Use an example news story to respond.
The teacher should transition the class discussion into a group activity where students
will work in their mini-research groups to complete an article puzzle. Students must
determine the order of the article together in their group, then determine how the article
answers the 5 W’s & H questions. (10 minutes)
Once students have completed their article puzzle the teacher will ask students to share
the order in which their group determined the 5W’s & H questions were answered. The
students’ responses will be recorded on the board.
The teacher will pass out the article in its correct arrangement, and call on a student to
read to her cue; stopping when she says so. This will allow the students and teachers to
check the students’ responses. (5 minutes)
The teacher will then introduce the students to the article outline that they must follow
when writing their article. (5 minutes)
Student will read through the research that they collected and highlight important
information that they wish to include in their articles (20 minutes)
Students will use the information from their research to complete the outline of their
article. (30 minutes)
Homework:
Students will complete their article outline.
Lesson Reflections:
This lesson used a great scaffolding activity that allowed the learning to be student
centered. It was great to see students teaching themselves in such a low-pressure
environment. Students were excited to share and prove that their question sequence was
the right one for the example article that we used.
Day 13
Overview: Students will work in their mini-research groups to create a rough draft of
their news article
Students’ will analyze how the structure of an article appeals to readers.

 W.9-10.2. Write informative/explanatory texts  White Board
to examine and convey complex ideas, concepts,  Composition Books (students)
and information clearly and accurately through the  Article outline sheet
effective selection, organization, and analysis of  Article rough draft sheet
content
 W.9-10.5. Develop and strengthen writing as

needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing
what is most significant for a specific purpose and
audience.
Learning Objectives: Students will be able to construct an article using an outline that
will appeal to readers by using the 5 W’s & H.
Assessment: Assessments today will be formative and summative. The formative

assessments will take the form of class discussion. The summative assessments will
manifest itself through the groups completed article outline and rough draft.
Lesson Vocabulary:
See article vocabulary from Day 8
(5 minutes)
Do Now Assignment: Sit with your mini-research groups and review your article outline.
Make sure everyone agrees on the arrangement of the article.
The teacher should transition the class discussion into a group activity where students
will work in their mini-research groups to complete their rough draft of their articles
using the outline that they created in class the day before. The writing time will be broken
down into sections where students are given 20 minutes to write the paragraph and edit it
with their group members. (60 minutes)
Review the presentation expectations with students and assign homework. Make sure that
all students are clear on the broadcast presentation. (10 minutes)
Homework:
Students should split up the following work in their mini-research groups:
• Proofread and type up your article
• Gather pictures and create captions for your article
• Create a script and props for the broadcast presentation
Lesson Reflections:
This lesson used a great scaffolding activity that allowed the learning to be student
centered. It was great to see students teaching themselves in such a low-pressure
environment. Students were excited to share and prove that their question sequence was
the right one for the example article that we used.
Unit Plan Project
Final Assessment Information Sheet
Part I: As an final assessment for A Raisin in the Sun students will be required to create
article on an event from the Civil Rights Movement and news broadcast for the event. For
this project students will be members in 3 person groups. Each member of the group will
be responsible for a different component of the assignment.
The article must be at least 3 paragraphs long and follow the article format that we
discussed in class (lead, supporting, concluding). The article should also include at least 4
vocabulary words from the unit, and an imaginary account from a character of the play in
the supporting paragraph of the article. The article must be typed, double-spaced and in
Times New Roman font.
The news broadcast should include the information that is mentioned in your article.
Students should create a script and have props for this portion of the assignment. Students
should be as creative as they wish with the broadcast. Groups may choose to pre-record
their broadcast or they may act out their broadcast during their presentation time.
The article and broadcast presentations will be due April 5, 2011 & April 6, 2011.
Part II: Will be an exam that students will take on April 7, 2011 & April 8, 2011 (exam
days). The exam will consist of 3 parts. The first part is vocabulary matching, the second
part is multiple-choice questions and the third part requires students to identity of the
speakers of important quotes form the play.
*Study Guides will be available the week of March 28, 2011. There will be a final exam
review session held on Wednesday, April 6, 2011 from 4-4:30pm.
Day 14
Overview: Students will work in their mini-research groups to present their news article
and broadcast.
Students’ will analyze how the structure of an article appeals to readers and be able to
create an news broadcast that will use the information from their article.
SL.9-10.4. Present information, findings, and  White Board
supporting evidence clearly, concisely, and  Composition Books (students)
 Presentation Rubric sheet
logically such that listeners can follow the line of
reasoning and the organization, development,
substance, and style are appropriate to purpose,
audience, and task.
SL.9-10.5 Make strategic use of digital media

(e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence
and to add interest.
Learning Objectives: Students will be able to structure an article using an outline that
will appeal to readers by using the 5 W’s & H, as well as create a news broadcast on their
article.
Assessment: Assessments today will be summative; the summative assessments will

manifest itself through the groups completed article and broadcast presentation.
Lesson Vocabulary:
See article vocabulary from Day 8 (article terminology)
(5 minutes)
Do Now Assignment: Prepare for your mini-research article group broadcast

presentations! We will begin in 10 minutes.
Students will be given ten minutes to complete the Do Now Assignment. (10 minutes)
After the time has passed the teacher will begin to call on groups to present their articles.
Each group will present their broadcast while the teacher and one other group are grading
them. (3-5 minutes)
Once presentations are completed the teacher will engage students in a conversation to
review study guide and any questions students have about the final. The teacher should
also announce that there will be a review session on Wednesday, April 6, 2011from 4-
4:30pm.
Homework:
Complete the study guide. Bring any questions you have to the review session!
Lesson Reflections:
Students came to class unprepared for their group presentation, so I allotted them an extra
15 minutes of class time to work on their presentations. Students did not communicate
well with each other and their group presentations suffered as a result.
In the News Article & Broadcast Rubric
Content Points Points

Earned Possible
Lead Paragraph 15
• Includes 5 W
• At least 5 sentences
• Has a hook
Supporting Details 15
• Provides an elaboration of details
• Includes character quotes
• Includes vocabulary
• Answers the How question
Conclusion 15
• Includes summary of event
• Describes impact on the community.
Organization Points Points

Earned Possible
Banner 5
Headline 5
Byline 5
Date 5
Picture & Caption 5
Hook 5
Presentations Points Earned Points

Possible
Script 15
• Presents information from article in a news
broadcast fashion
Props 10
• Appropriate for school & the context of the
article
• Gives the audience a deeper understanding and
visual of the event
Total Points Earned: /100

High School Literary Studies Unit

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A Raisin in the Sun

Monique J. Gayles Secondary English & Psychology Teacher

Rational for A Raisin in the Sun by Lorraine Hansberry:

Common Core Standards:

Craft and Structure

Integration of Knowledge and Ideas

• Analyze how an author draws on and transforms source material in a

Writing Grade 9-10

Text Types and Purposes

Production and Distribution of Writing

• Produce clear and coherent writing in which the development,

Common Core Standards Met: Resources

Learning Objectives: Students will be able to create and critique metaphors.

 SL.9-10: Initiate and participate effectively in a

 SL.9-10.4: Present information, findings, and

Do Now Assignment: What happens to a dream deferred? -Create a response based on

The Teacher will have students to participate in a Think-Pair-Share, to explain to

 RL. 9-10.3: Analyze how complex characters (e.g.,

The Teacher should also announce the composition book check!

o Do Now: What happened to a Dream Deferred?

Follow-up questions for discussion:

While the students are in their groups they need to:

 L. 9-10.2: Demonstrate command of the

Lesson Vocabulary: N/A

• W.9-10.3. Write narratives to develop real or imagined experiences or events

First supporting detail sentence & First body paragraph Checklist

Second supporting detail sentence & Second body paragraph Checklist

Third supporting detail sentence & Third body paragraph Checklist

Lesson Vocabulary: N/A

The students will complete an exit slip.

Indicators of Lack of Credibility

Read more: http://www.bukisa.com/articles/375424_lesson-plans-for-teaching-internet-

Common Core Standards Met: Resources

 SL. 9-10.1: Initiate and participate effectively in a

Learning Objectives: Students will be able to outline the components of a newspaper

Do Now Assignment: How is beauty assessed in the African American community?

Learning Objectives: Students will be able to use the elements of characterization to

The profile should include the following elements:

Requirement Points Points

 RL. 9-10.2: Determine a theme or central idea of a

 RL. 9-10.3: Analyze how complex characters (e.g.,

 RL. 9-10.5: Analyze how an author’s choices

Common Core Standards Met: Resources

Assessment: Assessments today will be formative and summative. The formative

Common Core Standards Met: Resources

 W.9-10.5. Develop and strengthen writing as

Assessment: Assessments today will be formative and summative. The formative

SL.9-10.5 Make strategic use of digital media

Assessment: Assessments today will be summative; the summative assessments will

Do Now Assignment: Prepare for your mini-research article group broadcast

Content Points Points

Organization Points Points

Presentations Points Earned Points

Total Points Earned: /100

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