English 10

Day 6 - The American Dream

Standards
1) 2) CCSS.ELA-Literacy.RI.9-10.6 Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account. CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

10th Grade January 21st & 22nd

Materials:
Theme Slideshow The Mouse class set Raisin in the Sun Slides Class set of Raisin Enough articles for each class (at least 5 copies of each article) ! 8 Poster papers for each class ! Markers ! Magnets ! ! ! ! !

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Key Terms and Concepts:

! Theme ! The American Dream ! Minority Groups

Objectives
! Learning Objectives: 1) Students will be able to respond to diverse perspectives by reading different types of examples and discussing as groups. 2) Students will be able to create a map of a central theme (The American Dream) by reading articles and discussing as a a class. Content Objectives: 1) Students will be able to explain the diverse perspectives of the American Dream by analyzing examples of the American Dream as a class. 2) Students will be able to examine the problems that minority groups experience in attaining the American Dream by reading an article and discussing as a class. Language Objectives: 1) Students will be able to read articles from particular point of views and respond thoughtfully yet objectively.

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Background
Students are reading A Raisin in the Sun. We are working on reading the play together. They have a good idea of the characters by now and are about to start on the 2nd act. Now is a good time to start talking about themes found in the book. We are focusing on the American Dream and the myths of everyone being able to achieve it.

Starter
1A - Math Starter - Because of Kearns low test scores in Math last year, we are doing math self-starters once a week to help students in their math classes.

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Day 6 - A Raisin in the Sun

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Instructional Procedures
! Procedure Time Acuity - The acuity test showed that students were a) not reading the passages and b) did not understand what a theme was. So, we are going to go over theme using one of the passages from the test. Tell students that they are expected to read the passages. There is no way they can understand the story or what they need to answer without reading the passages. It does not work just to read 20 the final sentence of paragraph with these types of questions. The mins test tests your READING skills and therefore you need to READ! Use the Theme Powerpoint to go over what a theme is. Have the students read The Mouse and go over with them, using a highlighter, what the theme and some details that support that. Adaptions for ELLs

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Reading Catch Up - Allow students 10 minutes to read and then watch the rest of the scene. Start here with classes who were able to get all the way through Act 1 Scene 1 ! Through - The American Dream 1) Journal #4 Part 1- (slide 10) Students will be using the Raisin in the Sun Powerpoint as a starter (slide 10). The starter asks students to journal about what they know about the American Dream. If students are not sure about what the American Dream is, assure them that they will know by the end of the class but to look at the image on the slide and write what they think it is. Have a few students share. Discussion Questions: -What do the people they described have in common?! - Do students think that the American dream is specific to the United States in some way? If so, how and why?! - Why does the American dream have such a prominent place in our nations self-identity?! - Do people often see the American dream realized? Why or why not? During this discussion, ask two student volunteers to write words and phrases from students comments that say something significant about the American dream on the classroom board. Keep these words and phrases on the board for the entire period for students to use later in the lesson. American Dream Powerpoint (Raisin in the sun powerpoint slide 10) Students will explore the different variations of the American Dream and roadblocks that minority groups experience. Students will watch a video and then be instructed on mind-mapping. 2) Activity - Provide seven different articles about different perspectives and struggles of The American Dream. Split class into groups so that each group will work on a different article (ie 35 students, 7 articles, 5 students per group). Instruct all students to read their assigned article while completing the questions on slide 11 of the A Raisin in the Sun powerpoint, in which students are asked to examine how the American dream is presented and discussed in their assigned article. The answers to the questions will be written down in their journals (so that I can see that they participated).

For ESL class, watch the full 35-50 movie. We didnt get all the way mins through the 1st act. Have some words up on the board from before to help students with the discussion. - Have a short video about the American Dream for students to watch.

15 min

15 min

30 min

- For Reading class Im going to have smaller groups. Also, I will have defined some vocabulary for each group which I will place on the board.

Day 6 - A Raisin in the Sun

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Students will be introduced to mind maps. I will show a couple of examples and then I will place some of the ideas we came up with during the discussion in a circle with the title The American Dream - Different Perspectives. The students will then get into groups and create their own piece together about the articles they read. I will give them a basic template to help them fill out the mind map. They will be using the information they wrote down for the powerpoint. They will then present their piece of the mind map to the class. All pieces will be placed and linked together on the board. 4) Journal #4 Part 2 (slide 17) Rest of What limits dreams? Are the limits internal (from inside a person) or external (come from outside forces)? Time Do all Americans have equal access to the American Dream?

Assessment Plans
! ! The discussion and the mind maps will serve as a formative assessment to see if they understand the perspective of their article/poem. The journal prompt will serve as a formative assessment and also prepare them to write a larger paper about dreams. Assessment Adaptions - I will have an example of what Im looking for on the posters. - I will give students an outline for what their posters should include.

Plans for integrating diversity/social justice/multicultural themes and objectives

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A Raisin in the sun is stalked full of moments to discuss these themes. I want to make sure I talk about the plant when we discuss Lena Younger and relate it back to our reading of Langston Hughes Harlem.

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Resources
Lesson Plan based on - http://learning.blogs.nytimes.com/2009/05/11/i-dreamed-a-dream-in-time-goneby/?_r=0

Day 6 - A Raisin in the Sun

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