Alex+Unit+Plan+2


 * A Raisin in the Sun**

Objectives: For students to read a first hand, albeit fictional, account of a black family in the 1950s trying to make it in the world. The students will read and understand how discrimination affected people, how poverty and racial identity made life difficult. Students will be able to read and act out the lives of the Younger family.

Assessments: Quiz on Act II Test over the play

Tournament: Wall Project

//Day 1// -introduce "A Raisin in the Sun" using a powerpoint talk about the symbolism behind the title and why the author chose it -Have students picked out ahead of time, tell them that everyone has to read. If they would like to read a part ahead of time to be prepared, they can come in before or after class -2 points extra credit is given to those who wear costumes! -Read Act 1, Scene 1 (read as far as the hour allows)
 * history of the author, how did her experiences growing up influence her writing
 * the context of the story, the time period in which it was written in
 * the main themes of the play
 * where did the title "A Raisin in the Sun" come from? A poem by Langston Hughes,

//Day 2// -Pick out the students who will be acting today -Continue reading "Raisin" -With 10 minutes left in class, have the students get out their notes from yesterday's powerpoing --> check for points! to make sure that students were paying attention yesterday -Go through specific examples from the story to back up the themes
 * Why is Beneatha such a strong character? Examples
 * What are the different dreams of the characters? Examples
 * What are the different relationships in this story? Examples

//Day 3// -Pick out students who will be acting today -Continue reading "Raisin" - read to the end of Act I -Take notes on the different characters and their experiences, give specific examples from the story - Go through the questions "You and Act I"

//Day 4// -Pick out students who will be acting today -Continue reading "Raisin" -Introduce Wall Project -HW is to study for Quiz on Act II, start collecting Wall Project materials
 * By the end of the play, students need to bring in 3 materials to make a wall scrapbook
 * Materials include photographs from the time period, photographs or drawings of what they picture the Younger family looking like, any items that remind them of the play (examples: African identities, 1950s memorabilia, photos/articles about discrimination/civil rights movement, etc.)
 * Each class will make a wall scrapbook up on the chalkboard, these photographs/memoribilia will fill up an entire section of the wall
 * This "scrapbook" will be a visual representation of "Raisin"

//Day 5// -Students take a quiz on Act II -Finish reading "Raisin" -HW: students write an epilogue for the play --> what do they think happened to the family? Did they move in to the neighborhood? Did they experience discrimination at all?

//Day 6 & 7// -Start watching the movie -Students need to study for the "Raisin" test

//Day 8// -TEST on "Raisin"

*How are you going to explain your wall project? And what will you do with students that don't bring anything/don't participate? Have you worked with this story before, where did you come up with this stuff-I like it!