Jessica Zappala Unit Plan Final Compressed

The role of race and cultural identity in the American Experience through A Raisin in the
Sun by Lorraine Hansberry

An Eight-Week Dramatic Unit Created by Jessica Zappala
Introduction.1-9
Plan Book...10-14
Lesson Plans and Reflections......15-115
Personally Created Assessment Tool Analysis...115-133
Final Reflection on Unit...133-138
Title: The role of race and cultural identity in the American Experience through A Raisin
in the Sun by Lorraine Hansberry
Class: English II (Level 1), Manchester High School Central
Duration: 8 Weeks
Class Demographics: This unit took place in an inner city, level one classroom. Level
one classes are the lowest level and teach basic skills and fundamental knowledge. The
expectation is that students will take a level two English course after this year. There
were a total of eighteen students who participated in this unit. Nine out of eighteen
students have cognitive impairments and have Individualized Educational Plans (IEPs).
Eleven out of eighteen students are English Language Learners (ELL) and do not speak
English as their first language. There is a high rate of absenteeism. This means about
half of the students do not show up to class consistently, if at all
Learning Goal(s)/Content Standard(s):
Reading Standards:
CCSS.ELA-LITERACY.RL.9-10.7: Analyze the representation of a subject or a key
scene in two different artistic mediums, including what is emphasized or absent in
each treatment.
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
Writing:
CCSS.ELA-LITERACY.W.9-10.9: Draw evidence from literary or informational texts to

support analysis, reflection, and research.
Speaking and Listening Standards:
CCSS.ELA-LITERACY.SL.9-10.1
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.
Vocabulary Acquisition Standards:
CCSS.ELA-LITERACY.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9-10 reading and content, choosing flexibly from a range of
strategies
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their
role in the text.
Writing Standards:
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Competencies:
05.01cc READING Students will demonstrate the ability to comprehend,

analyze and critique a variety of increasingly complex
literary and informational texts within a specific genre.
05.02cc WRITING students will demonstrate the ability to write critically for a
variety of purposes, including: (1) Argumentative, (2)
Explanatory, (3) Narrative
05.03cc SLV;
LIFELONG
SKILLS
Students will demonstrate the ability to listen and view

critically, to speak purposefully and effectively for a variety
of purposes and to apply knowledge to authentic situations.
Understanding (s)
Essential Question(s):
Students will understand that:
What is the American dream?
Money and discrimination are
How does circumstance shape
factors that prevent characters in
ones identity and dreams?
the play from obtaining their
What is the American experience?
dreams.
Relationships can be made
complicated by money.
Dramatists often provide insight
about human nature, goals, and
dreams through dramatization of
real-life events.
Writers use dialect, strong
vocabulary and figurative language
to convey meaning and explore

themes in literature.
Student objectives (outcomes):

Students will know:
Hansberrys background and how it relates to the themes (discrimination,
dreams, relationships) in the play.
The definition of symbolism and how it transforms meaning within the play.
The definition of dialect and how it is used to engage the reader.
How a character (s) develops through a text.
How to track a theme and its development throughout a text.
Students will be able to:

Analyze the theme throughout the play
Analyze character development throughout the play
Compare and contrast the play depending on reading versus viewing.
Identify examples of authors craft (dialect, symbolism) by citing the text.
Use text evidence to support analysis of the play and its characters
Identify the dramatic protagonist in this play and state in detail why he or she is
the protagonist.
Define and give examples of generational gap with evidence from the play.
Write a character analysis of the major characters in the play: Walter, Mama,
and Beneatha.
Recognize the emotional power of this play by identifying a memorable scene,
stating who is involved in it, what the conflict is, and what, specifically, makes it
an emotionally gripping scene.
Assessments and connections to understandings

Student learning
objectives
Learning Activity
Type of assessment
Students will know

Hansberrys
background and how it
relates to the themes
(discrimination,
dreams, relationships)
in the play.
1.Notes & discussion

2.Harlem activity
1- Observations during
notes (F)
2-Harlem illustrations (F)
3-Act II and III Test
Students will know the

definition of symbolism
and how it transforms
meaning within the
play
1.Vocabulary Activity
2.Written guided questions I,
II and III)
3. Script Writing Exercise
1-Literary device & Key

terms worksheet (F)
2-Written guided questions
(F)
3- Act I Quiz (S)
4-Act II and III Test (S)
1.Scrapbook quotation
analysis
2. Guided questions (I, II and
III)
1-Scrapbook Final Product

(S)
2.Scrapbook collection of
quotations (F)
3.Guided questions (F)
4. Act II and III Test
Viewing the play
1.Reflection for Act I (F)

2. Viewing Questions for Act
Students will know The

definition of dialect and
how it is used to
engage the reader.
Students will know how

a character (s)
develops through a
text. Students will be
able to analyze
character development
throughout the play.
Students will know how
to track a theme and its
development
throughout a text.
Students will be able to
analyze a theme
throughout the play.
Compare and contrast

the play depending on
reading versus
viewing.
II (F)
Students will be able to 1.Guided reading questions

Identify examples of
(I,II and III)
authors craft (dialect,
2.Harlem Activity
symbolism) by citing
the text.
1.Guided reading questions

(F)
2. Act II and III Test (S)
3.Harlem Activity (F)
Use text evidence to

support analysis of the
play and its characters
1.Bell ringers (quick writes)

2. Scrapbook activity
1.Scrapbook (S)
1. Guided reading questions

(Guided questions III)
1.Guided questions III (F)
Write a character
analysis of the major
characters in the play:
Walter, Mama, and
Beneatha.
1.Scrapbook activity
1.Scrapbook (S)
Recognize the
emotional power of this
play by identifying a
memorable scene,
stating who is involved
in it, what the conflict
is, and what,
specifically, makes it
an emotionally gripping
scene.
1.Students will write a

response to the prompt:
Identify a memorable scene,
state who is involved, what
the conflict is, and what
makes it emotional or intense
using text evidence from the
play
1.Viewing Reflection (F)
Identify the dramatic

protagonist in this play
and state in detail why
he or she is the
protagonist.
Context of the unit:

This unit started just before February and coincided with black history month.
Since this play deals with issues of race and prejudice, it was aligned to fall within this
time period. The overall essential question of this course is, What is the American
Experience? and this unit was designed to give students a perspective of black culture
and identity within the American Experience. This unit demonstrates to students that
people of all cultures and backgrounds during the 1950s shared a similar experience. It
was designed to teach students that the American Dream is an ideal shared by most
individuals during this time period.
Before this unit, students read Of Mice and Men, and were taught how to analyze
significant quotations. This unit builds on these skills because one of the summative
assessments in this unit asks students to find their own quotations to analyze.
Therefore, students must utilize the skills and knowledge learned in their previous unit in
this unit as well. Students also learned a basic definition for protagonist, which will be
built upon during this unit. Students will track character development and transformation
during this unit to demonstrate their knowledge of the protagonist of the play. This unit
also focuses on authors craft. Students will be asked to make connections between the
authors background and this play, as well as analyze how the decisions the author
made changes the perception of the reader.
After this unit, students will build on the skills and knowledge within this unit to
succeed in their next unit towards becoming proficient in course competencies. For
example, students will be annotating to track character development, as well taking
notes on the various styles that the author uses in her novel, Tears of a Tiger. Students
will build upon their writing skills by using text evidence from their annotations to support
their analysis in summative essay questions.
Content of the unit (input):
Materials:
Harlem by Langston Hughes
Personally created video clip of Harlem
A Raisin in the Sun by Lorraine Hansberry
A Raisin in the Sun film adaptation (2004)
A Raisin in the Sun audiobook (2001)
Understandings:
Money and discrimination are factors that prevent characters in the play from
obtaining their dreams.
Relationships can be made complicated by money.
Dramatists often provide insight about human nature, goals, and dreams through
dramatization of real-life events.
Writers use dialect, strong vocabulary and figurative language to convey
meaning and explore themes in literature.
Terms:
Stage directions
Dialect
Dialogue
Protagonist
Antagonist
Generational gap
Vocabulary
Assimilation
Exuberant
Exasperated
Scrutinize
Vigor
Implore
Facetious
Personal goals for the unit:

My goals for this unit include engaging students with the text in order to promote
their understanding of the themes of racism and identity present, while also developing
their critical thinking, reading, and writing skills. I will use different tools that will cater to
various modalities during this unit to help students relate to the text. This unit shows the
American experience from a different perspective than what students have read so far,
and I want students to be able to make this connection. Since many of my students
have immigrated themselves or assimilated to a new place, I intend on having
discussions that will promote an understanding of each other and create a welcoming
atmosphere for all learners. I intend on having discussions about racism and prejudice,
in hopes that students will be more compassionate and empathetic towards others who
may have experience inequality in their own lives. By the end of the unit, my goal is that
students become more aware of the struggles evident in the shared American
experience.
Plan Book:
(*) = Lesson Plan included
January/February 2015
Monday
Tuesday
Wednesday
Thursday
Friday
26
27
28
29
30
1.Goal setting for

2nd Semester
1.Langston Hughes
Harlem Introduction
and Analysis (*1)
View Harlem Video
Clip, created by me,
as a visual to help
reinforce meaning of
the poem
1.Continue Langston
Hughes Harlem
Introduction and
Analysis
1.Students begin
illustrations to create
images of the
metaphors found in
Harlem in groups
(*2)
1.Students begin final

draft of the Harlem
illustration on a
poster in group.
Assessment:
Formative- Goal
Setting worksheets.
Assessment:
Formative- Student
annotations
Assessment:
Formative- Student
annotations
2 - Snow Day
Assessment:
Formative- Rough
draft of illustration will
be graded
individually.
Assessment:
Formative Observations and
participation in
groups
1.Students will finish

and submit their final
draft of the Harlem
illustration posters.
1.Introduction to the
play by taking notes
on the background of
Lorraine Hansberry
and history during the
time period of the
plays setting. Topics
include racism and
the American
Dream
1.Pre-Reading
Activity/Writing
Assignment:
Students will watch
the trailer for a A
Raisin in the Sun and
synthesize the
knowledge about
Lorraine Hansberrys
past and the content
from Harlem by
Langston Hughes to
predict what will
happen in the play.
Students will share
their predictions. (*3)
1.Distribute character
map and discuss
character names and
relationships
Assessment:
Summative- Each
poster will be graded
summatively.
Individual grades will
be determined by
their contribution to
the groups final
product.
2.Pass out guided

reading questions
Assessment:
FormativeObservation of note
taking and staying on
task.
10
Snow Day
Snow Day
2. Begin reading
Pages 23-35
Assessment:
Formative Observation of
student participation
(following along while
reading or choosing
to read a part)
Assessment:
Formative- Writing
assignment
11
1.Review of Fridays
reading
2. Put character
names on board and
have students
volunteer to read.
12
1. Put character
names on board and
have students
volunteer to read.
13
1. Put character
names on board and
have students
volunteer to read.
2. Read pp45-55
2. Read pp53-60
2. Read pp 35-45
Assessment:
reading or choosing
to read a part)
Assessment:
reading or choosing
to read a part)
Assessment:
reading or choosing
to read a part)
16
17
18
19
20
1. Start with the Bell

Ringer/ quick write:
Do you think it is
important to have a
dream? Why or why
not? Can dreams be
destructive? Explain
2.Start with the Bell

Which character
deserves the $10,000
and why? How
should they spend
the money?
1..Start with the Bell

How can money
affect a characters
attitude towards life?
1.Start with the Bell

Ringer/ quick write
:Have you ever had
to assimilate to a
situation or place?
Explain.
2. Discussion Students share

responses

responses
1. Start with the Bell

Explain a conflict that
occurred in your own
home or life because
of a generational gap.
How does it compare
to the conflicts in the
play?
3.Quotation Analysis
Activity- Distribute
quotations to students
and have them
analyze the
significance as
practice for their final
summative
assessment of the
unit, a scrapbook,
which will ask them to
explain character
development through
a collection of
quotations that they
will find from the play.
(*4)
3.Finish Quotation
Activity and hand in
Assessment:
Formative- Bell ringer
response and
quotation worksheet

responses
3. Review reading up
until this point. Ask:
What are the current
dreams and
ambitions of the
characters? What are
the current tensions
or conflicts between
the characters?
4. Read pp 63-70 in
groups. (*5)
Assessment:
Formative- Response
to bell ringers and
observation of
participation during
discussion and while
reading.
Assessment:
Formative- Bell ringer
response and
observation of on task
behavior while
working on the
quotation activity
2. DiscussionStudents share
responses
3. Finish Act I, pages
70-75. Put roles on
the board and write
the names of
students volunteers
next to their roles.
2. Discussionstudents share
responses
3. Students continue
Jeopardy
Assessment:
FormativeResponses to bell
ringers and answers
during Jeopardy
3. Review Act I with

Jeopardy. The quiz
for this act will be the
Monday after
vacation and will
include character
description, quote
identification, and
short answer
questions that have
close reading
questions. Jeopardy
will be played on
teams but students
will answer questions
individually. (*6)
Assessment:
FormativeResponses to bell
ringers and answers
during jeopardy
Vacation
Vacation
Vacation
Vacation
Vacation
March 2015
2
1.Quick oral review of

Act I
1.Library- Course
selection! - Central
switched to onlinecourse selections.
Since many of the
students in this class
do not have access to
computers, I took
them to the library so
that they could
conference with me
about what English
course to take next
year and sign up for
their new schedule.
1.Distribute Act I
Viewing Questions
1.Continue viewing
Act one and pausing
to discuss questions
on the handout.
1. Finish viewing of
Act I, pausing to
discuss questions on
the handout.
Assessment:
Formative1.Participation during
discussion
2.Act I viewing
questions
2. Students complete
reflection on viewing
experience
comparing the written
play to the
production.
10
11
12
13
1.Introduction of the
unit summative
assessment,
overview of
expectations and
grading rubric.
Explain with my
model. (*8)
1. Bell Ringer/ quick

writeIn what ways did
watching Act I of A
Raisin in the Sun
affect your
understanding of the
play? How was it
different from reading
the play? Why is this?
1.Bell Ringer/ quick

writeDo you agree with
Mamas decision to
put a down payment
on the house? Why
or why not?

writeDo you think money
is all you need to be
happy? Why or why
not?
2.Discussion about
Bell Ringer

writeHow are the
personalities of
George Murchison
and Walter the
same? How are they
different? Who would
you rather be friends
with? Why?
2.Discussion about
Bell Ringer
3.Read pp 86-96,
write roles on board
and have students
volunteer parts.
3.Read pp 97-110,
and have students
volunteer parts.
Assessment:
FormativeParticipation during
reading (following
along and staying on
task)
Assessment:
reading (following
task)
2. Collect Act I
Guided reading
questions, which
students should be
answering as we read
the play and for
homework.
3. Quiz
Assessment:
Summative: Quiz
Formative: Act I
Guided reading
questions
2. Distribute Guided
reading questions for
Act II and go over
questions and
vocabulary.
3. Begin reading Act
II, write roles on
board and have
students volunteer
parts.
4. Read pp 76-86
Assessment:
FormativeParticipation while
reading (following
task)
2. Begin watching Act

I, pausing to discuss
each question (*7)
Assessment:
discussion
2.Act I viewing
questions
Assessment:
discussion
2.Act I viewing
questions
3.Reflection of movie
2..Discussion about
Bell Ringer
2.Discussion about
Bell Ringer
3.Read pp111-117,
and have students
volunteer parts.
3. Read pp118125,write roles on

board and have
students volunteer
parts.
Assessment:
reading (following
task)
Assessment:
reading (following
task)
16
17
18
19
20
1.Finish Act II, write

roles on board and
have students
volunteer parts.
Read pp 126-130
1.Students continue
finding examples of
their assigned word
and putting them on
the board.
1.Oral discussion for

review of Act II.
1.Brief oral review of

yesterdays reading.
(Who is Karl Lindner,
what does he want?
How does Walter
react?)
1.Oral Review of Act

III
2.Begin Vocabulary
activity - Assign
students words and
have them write
examples either from
the text or their own
on their worksheet
and then on the
board.
2. Students copy
down examples from
the board on their
vocab sheet
2.Write roles on
board and have
students volunteer
for parts. Finish Act
III- read pp 144-150
3. Pause movie after

each question for a
discussion.
3.Discussion about
ending. (Why does
the author end the
play this way? Is this
how you thought the
play would end?
What happens next?)
4. View Act II and III
3. Students begin
vocabulary square
activity with the class
and will share 3
squares tomorrow.
(*9)
Assessment:
reading (following
task)
2.Assigned examples
on the board of
vocabulary
3. Vocabulary
squares
3. Students finish
vocabulary squares
4. Each student
shares three ways to
remember/pictures
squares from the
vocabulary squares.
This it to help other
students make visual
connections and
remember the
vocabulary words.
2.Audio Reading to
capture the emotion
and give auditory
learners a chance to
connect with the text.
3. Read pp 130-143
Assessment:
reading (following
task)
Assessment:
reading (following
task)
Assessment:
reading (following
task)
2.Assigned examples
on the board of
vocabulary
3. Vocabulary
squares
2.Distribute viewing
questions for Acts II
and III
Assessment:
reading (following
task)
2.Viewing questions
worksheet
23
24
25
26
27
1.Oral review of
viewing up to this
point
1.Script writing
exercise - Students
will practice writing a
script using stage
directions and dialect
to extend the ending
of the play. This is
what will be asked of
them on their writing
portion of the test, so
this is their chance to
take notes and
practice. (*10)
1.Collect guided
Act II and III.
1.Review
expectations for the
project, present
model again
2.Students will begin
working on scrapbook
project, which asks
students to choose a
character and collect
quotes to analyze
that demonstrate
character
development.
Students write the
scrap book entries
from the point of view
of their chosen
character.
Assessment:
FormativeParticipation/staying
on task
1.Finish and hand in

scrapbooks.
2.Finish viewing of
Act II and III, stopping
after each question to
discuss the answers
3. Review for test by
putting review
questions in a bowl
and doing a
quizbowl ; students
work in teams to
answer questions
about the play.
Assessment:
reading (following
Assessment:
Formative-Script
worksheet
2. Test
Assessment:
Formative-Guided
act II and III
Summative-Test
Assessment:
SummativeScrapbook

task)
2.Viewing questions
worksheet
3. Participation and
answers during
quizbowl.
Harlem by Langston Hughes Analysis Lesson Plan (#1)

Date__1/27/15___ Mod __B__ Class __English II Level I Teacher___Jess Zappala
Subject of lesson and connection to larger unit:
This is the first lesson in the A Raisin in the Sun unit. It introduces the poem Harlem
by Langston Hughes. The plays title was inspired by the poem and its overarching
theme. The idea of dreams deferred is a commonality between the play and the
poem. This lesson will serve as the first day of analysis of Harlem and will be
continued for the next two classes. After students analyze the poem, I will teach
background information of the play and author, Lorraine Hansberry, so that students are
given a context for the play before we begin reading.
Specific knowledge and skills to be addressed:
Students will know the relationship between Langston Hughes Poem Harlem and
Lorraine Hansberrys A Raisin in the Sun.
Students will know how to analyze poetry through close reading and annotation
strategies.
Students will be able to explain the similes in the poem.
Students will be able to implement close reading strategies to understand the overall
meaning of the poem.
Connection to course/ department competencies or standards:
word meanings.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 9-10 reading and content, choosing flexibly from a range of strategies
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.
Centrals Course Competencies:

Reading/Literacy
(1) Key Ideas and details

(2) Craft and Structure
Writing
(1)Vocabulary Acquisition
Materials needed including handouts:

Harlem poem
Laptop w/ HDMI converter
Projector
Whiteboard
Whiteboard markers
Harlem video ready:
https://drive.google.com/drive/#folders/0B8xgFqUnCID0fmRmSG5rOVZqUWMxRjA2N
Gd1cm9zemNBRFdDYUlJdm9Qd2t5YkIzbmpVQTQ
Methods:
Class discussion
Teacher led instruction (Annotation strategies)
Multimedia supports
Outline of Procedure (including time for each activity):
Preclass:
1.Have the projector set-up and the laptop tuned to the projection of Harlem and the
video ready to play.
2. Have the agenda written on the board: 1. Analysis of Harlem 2. Viewing of
Harlem 3. Class discussion
Warm up: (5 minutes total)
1.Welcome students at the door by name.
2. Take attendance.
3. Pass out Harlem - Ask students to read through it by themselves and think about
what they think the poem means (1 min)
4. Read Harlem aloud to the class. Ask students - Now that you have read the poem
two times, what are your initial reactions? What do you think the speaker is referring to
in this poem? What is confusing? Why? Who else had the same questions/reactions?
(4 mins)
Main Activity: (35 minutes total)
1.Project Harlem on the board.

2. Ensure all students have writing utensils. Tell students we will be annotating the
poem and closely reading it to understand it better.
3. Tell students the reason we are reading this poem and analyzing it is because one of
the lines in the poem is the title of the play we will be reading for our new unit, A Raisin
in the Sun (1 min)
4. Tell students we will be drawing arrows on the poem to make connections between
comparisons that are being made, we will underline key words and phrases, and circles
for words we do not know. (1 min)
5. Start with the title: HARLEM - This is a key word - Underline the title with a
whiteboard maker. Instruct students to copy the annotations I make on their own paper.
Ask: What type of word is this? What is Harlem? Where is it? What type of people live
there? What is the lifestyle there? Even if you arent sure, what can you infer after
reading the poem? - Explain: Harlem is a neighborhood in New York. There is a African
American presence there. There is poverty and the lifestyle is challenging for most. (3
mins)
6. Next, move on to the first line of the poem. What happens to a dream deferred? Ask: What does deferred mean? This is a new/unknown word - circle it. What can we
come up with for a definition? Write these words next to deferred. (Put off,
forgotten...etc). What other characters have we read about who had a dream that was
deferred? What type of sentence is this? Its a question. Look at the rest of the poem,
what else do you see? More questions! What does this mean for the overall meaning
and theme of the poem? (5 mins)
7. Move on to the next line - Does it dry up like a raisin in the sun - Ask: What type of
image does this make you think of? What does a raisin look like? Describe it. Write a
word or phrase next to this line that students come up with (such as wrinkled or
shriveled). Call on volunteers for these answers. Ask students what is this literary
device being used called? (Simile) - How do you know? (It is a comparison using like or
as). - Okay, what is the speaker referring to when he says does IT dry up What is IT?
- (The dream). Draw a line connecting IT to DREAM DEFERRED to show the simile
visually. Have students underline RAISIN IN THE SUN - it is important phrase, explain
this is the title of the play we will be reading. (5 mins)
8. Next line Or fester like a sore and then run? - Circle the word FESTER - it is a
new/unknown word. WHat definition or synonyms can we come up with? Write these
words on the board. What images do we see in our mind? Describe it in words or
phrases next to this line. Ask students what the simile here is? (5 mins)
9. Next line Does it stink like rotten mean? - Ask students - what is IT - Have
students draw line from IT to the DREAM DEFERRED to show what is being compared.
Ask what types of images come to mind when they read this - what types of
connotations do these words have - write these words to the write of the line. (2 mins)
10. Next line: Crust and sugar over like a syrupy sweet - What are the actions words
here? crust and sugar - Are these positive or negative words? WHat about used in
this context? How do you know? What types of images do you picture in your mind?
Write these words to the right of the line. (2 min)
11. Next line: Does it sag like a heavy load? Again - What is IT? Draw a line
connecting IT to DREAM DEFERRED to show the simile. What type of word is SAG?
Circle it, it may be new word, and it is key for understanding. What do we picture when
we read this? Write the words next to the line. (2 mins)
12. Last line - Or does it explode? - What is IT? Draw a line from IT to DREAM
DEFERRED. WHat type of word is explode? How does it make you feel? Why do things
explode? (2 mins)
13. Show the video I made that is a visual representation of the imagery in the poem.
Ask students - how did this change your perception of the poem, if at all? Did it help you
understand? (5 mins)
14. Discussion: Which simile is most memorable or intriguing for you? Why? -- Open up
the floor to the students. (3 mins)
Wrap up: (5 minutes)
14. Instruct students to look down at their paper and re-read the poem over. How are
you feeling about the poem? How can you connect what youve already read this
semester to this poem? How can you connect any dreams you have or have had and
this poem? (3 mins)
15. Explain that tomorrow we are going to work on a collaborative effort to illustrate the
poem. This will give us a visual representation to refer to while we read the play. We
want to be able to make connections between the similes in the poems and the
characters in the play. (2 mins)
16. Collect annotated poems.
Assessments:
Method of assessment
Assessment type (Formative or

Summative)
Observation of participation during

discussion and analysis
Formative
Harlem annotations
Formative
Follow up (what will happen in the following days):

In the following days, we will start another activity to help students better understand
this poem. Since this poem contains difficult language, we are going to spend another
day illustrating the poem and making visuals for the classrooms. Students will work
collaboratively to create illustrations of each line of Harlem. Then, we will hang these
illustrations in the classroom. We will learn about Lorraine Hansberrys background and
I will give students a context of the play before we read. By the end of the week, we will
begin reading A Raisin in the Sun.
Reflection.
This lesson plan was enjoyable to teach because students were interested in the
vivid imagery used in the poem. Students participated well and asked many questions.
It was nice to hear students make connections between the other works they have read
so far this year and this poem. This shows they are making connections between texts,
which is a higher order thinking skill. It was helpful to have technology to aid my lesson.
It was beneficial for my students to be able to see the projected poem on the board, so
that they could annotate their poem along with me. By making the annotations and
walking slowly through the poem with my students, it was clear they had reached a
deep understanding of the poem and its relation to the play and the plays overarching
themes. By the end of the lesson, students were able to summarize the main idea of the
poem and connect the similes in the poem correctly.
This lesson plan relates closely to my beliefs in teaching. This is because I
believe in teaching my students transferable skills they can use in other classrooms and
in following years. Annotation is one of these skills. I also expected all students to
answer my higher order and analysis questions, which demonstrates how I hold high
expectations for my learners. I also believe in accommodating the different needs of my
learners, and anticipated that my visual and auditory learners would benefit from
projecting the annotations on the board, as well as showing my homemade video of my
interpretation of Harlem. These combined methods and strategies contributed to a
successful lesson and demonstrate some of my core beliefs of the best practices in
teaching.
If I were to make any adjustments to this lesson, I would have liked the analysis
to be more student led. I found I was asking many of the questions during the analysis
section, and I would have preferred that students asked more critical questions. I will
use the formative assessments from my lesson to adjust my instruction going forward,
and try to include more chance for student centered learning. Since it was one of the
first times I was working with these students, I think this may have contributed to their
silence. I believe as time goes on and I get to know them, they will be more willing to
participate in class. I also think the more I use annotation strategies and close reading
techniques in class, the more comfortable they will be with using them.
Harlem
BY LANGSTON HUGHES
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore
And then run?
Does it stink like rotten meat?
Or crust and sugar over
like a syrupy sweet?
Maybe it just sags

like a heavy load.
Or does it explode?
Harlem by Langston Hughes Illustrations Lesson Plan (#2)

Date__1/29/15___ Mod __A__ Class __English II Level I Teacher___Jess Zappala
Todays lesson builds on the analysis of Harlem previously worked on by students. In
this lesson, students will illustrate an assigned line either individually or in a pair
(depending on class attendance of the day) in order to demonstrate their understanding
of the poem and how each line contributes to the overall message of the poem. It aligns
to the larger unit because one of the essential questions of the course, What is the
American experience? is explored through Harlem, from the perspective of an African
American. In addition, the play we will be reading, A Raisin in the Sun got its title from
this poem. Therefore, it is important students know this background information before
we begin the play.
Students will know how their line contributes to the overall meaning of the poem.
Students will know the overarching theme of the poem.
Students will be able to interpret their line through an artistic medium.
Students will be able to demonstrate their knowledge of figurative language.
CCSS.ELA-LITERACY.L.9-10.5: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.9-10.4: Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades 9-10 reading and content,
choosing flexibly from a range of strategies
CCSS.ELA-LITERACY.L.9-10.5.A Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in the text.

Reading/Literacy

Writing
(1)Vocabulary Acquisition

Harlem Illustration handout
colored pencils
rulers
writing utensils
Whiteboard
Whiteboard Markers
Methods:
Individual and/or collaborative work
Teacher led instruction
Modeling
Creation of artistic material

Warm up: (5 mins total)
1. Greet students at the door by name.
2. Take attendance
3. Discussion: (4 mins)
a. Ask students: What do you remember about the poem we read yesterday?
What was memorable? Why? What connected with you? What did you
learn?
Main Activity: (35 mins total)
1. Explain and model instructions. (5 mins)
a. Say: Today we will be creating illustrations of Harlem so that we can
hang them up on the wall and refer back to the poem as we read the play
A Raisin in the Sun. Each of you will either work individually or in a group
to create an interpretation of what you see in your mind when you read
your assigned line. I will split up the lines so that everyone works on a
different line, and by the end we will have the entire poem illustrated.
b. Today we will work on the rough draft. I want you to plan out what you will
be putting on your poster. For example, if your assigned line is Does it dry
up like a raisin in the sun? you are going to think about how you can
illustrate not only literally a raisin in the sun, but also metaphorically what
the line means. This is the sketch I drew and colored in. I also put the
letters at the top of the poster in block letters. I will put clear expectations
for your draft on the board.
c. Put this on the board:
i. Your rough draft must have
1. Your line clear and large somewhere on the poster
2. A colored illustration that relates to the line of your poem in
some way.
d. Questions?
2. Assign student pairs. With only 11 students present today and 8 lines of the
poem, we must have some students work together and others work individually.
Ask students who would prefer to work in a pair? (4 pairs) Ask students who
would like to work individually? (3 individuals) (2 mins)
3. Have students volunteer for which line they want to illustrate.
4. Ask if there are questions before we begin?/
5. Give students time to work on their illustrations. (30 mins)
a. While students work, walk around and observe their progress. Ensure they
stay on task and are working on relevant illustrations.
b. Check in with students to see if they are struggling with any figurative or
academic language.
c. If students finish their sketch, instruct them to make sure their title is
somewhere on the poster, and to add color for full credit.
d. Give students reminders each time 10 minutes go by so they are aware of
how much time is left.
Wrap up: (5 mins total)
1. Ask students to put away their utensils and rulers where they found them and to
put their rough draft in the in-bin so that tomorrow we can work on final posters.
(2 mins)
2. Quick discussion: ask students: Why is this going to help us understand what
the words in the poem mean? How is it helping you? what is difficult?
Assessments:

Summative)
Observation of effort and contribution in

group during class.
Formative
Rough draft of poster (Title, color, and

relevant illustration for full credit.)
Formative

In the following days, students will work on the final draft of their poster. We will then do
a pre-reading activity before we start the text.
Reflection:
Most students worked diligently throughout this lesson. They were on task and
excited to begin. Some students struggled with language. For example, the pair of
students who worked on the line, Or does it crust and sugar over like a syrupy sweet
were unsure on how to draw this and what it meant, even though we went over it
yesterday. Therefore, todays lesson was a nice reinforcement of language and of the
concepts we worked on yesterday. I mostly only struggled with the logistical pairing up
of students and assigning lines. This is because it is very hard to predict who will be in
class and who will be absent due to a low and changing attendance each day. I reacted
by giving students choice on who worked with partners and who worked alone.
This lesson aligns to my pedagogy in several ways. First, I believe in always
modeling work so students have clear expectations. This is why while explaining
directions, I made sure to give students an example of what I did for my rough draft. I
also put the expectations on the board while they were working, and students also had
directions on the worksheet they were working on. Also, I believe students learn best
when they can discuss their ideas with peers, and that is why I tried to have the majority
of students work collaboratively. The number of students and numbers of lines were a
strange ratio, and it was impossible to have all students work in pairs. Instead, I gave
students the choice in working alone of working in groups, which exhibits another
tenetof my pedagogy. Allowing students to have a say in their learning and methods, in
my experience, gives them more motivation and ambition to work. Finally, this lesson
allows students to utilize their artistic abilities to demonstrate their understanding of the
complex language in this poem. Another tenet of my pedagogy is the belief that
students should be able to demonstrate their understanding and learn through a variety
of modalities. This lesson focuses on a visual modality, which is very helpful for most
language learners, which is also what makes up most of the student body demographic
in this classroom.
Student A: Above Average -100 %
Student B: Average: 80%
Student C: Below Average 70%
Pre-Reading/Writing Assignment Lesson Plan (#3)

Date__2/5/15___ Mod __A__ Class __English II Level I Teacher___Jess Zappala
Todays lesson is a pre-reading activity that will be used to get students thinking about
what will happen in the play by synthesizing the input information we have gone over
throughout the past few days. Students will use analysis from the poem we read, notes
from lecture and discussion and the movie trailer of A Raisin in the Sun to make a
prediction about what they believe will happen in the play. This is also designed to build
anticipation for the reading as well.
Students will know how to make and write a prediction.
Students will be able to synthesize information from previous lessons in order to come
to a greater conclusion.
Students will be able to use evidence from life experience, class discussion and the
movie trailer to make a prediction about the play.


Reading/Literacy

Writing
(1)Conventions of standard English

(1) Text types and purposes
SLV & Life Long Skills
(1) Comprehension and Collaboration

Prediction worksheet
Laptop hooked up to A Raisin in the Sun movie trailer:

https://www.youtube.com/watch?v=Hip2vqM7Wdg
Whiteboard
Whiteboard markers
Methods:
Audio/Visual input
Pre-reading activity
Class discussion
1. Warm up: (5 mins)
a. Welcome students at the door by name.
b. Record attendance
c. Ask students is what the difference between reading a play and viewing a
play ? Have them discuss. Then, ask them what a movie trailer is. (The EL
population in this classroom might not know the word trailer used in this
context). Have students discuss the purpose of a movie trailer. (Inform
audience and set up anticipation of viewing a movie trailer.
2. Main Activity: (35 mins)
a. Explain the days expectations. ( 5 mins)
i. Today we will be viewing the movie trailer for A Raisin in the Sun.
The purpose of this will be so that we can make a prediction about
what the play will be about. I am interested in seeing how you put
together or synthesize everything we have learned so far and apply
it to the play.
ii. Pass out the prediction handout. Read the directions out loud first.
There are a lot of questions within the directions, so instruct
students to underline the actual questions they should answer form
the prompt (as a study strategy)
b. Discuss what weve already learned to activate background knowledge.
For the prediction. (5 mins)
i. What was the main idea of Harlem? How did it influence Lorraine
Hansberrys text? What major life events influenced Hansberrys
writing?
c. Show students the movie trailer for A Raisin in the Sun twice. (6 mins)
i. The first time, tell students just to watch to get a general
understanding.
ii.
Show the video a second time, instruct students to carefully watch

this time and look for clues as to what the characters dreams are
and what their internal and external conflicts will be.
d. Have students work on their predictions silently and independently. Read
the directions one more time orally to students (11 mins). Give students a
heads-up five minutes before time is up so they know they have to finish
up their writing.
3. Wrap up: (5 mins)
a. Instruct students to finish up their writing and be prepared to share.
b. Have two student volunteers read their predictions. Ask if others agree or
disagree with the prediction.
c. Draw 2 columns on the board labeled Dreams and Struggles - Have
students volunteer phrases that they believe go under the columns.
Example: A new house, a liquor store, to be a doctor would go under
dreams. While economic problems, discrimination and identity issues will
go under the struggle column.
d. When finished with the discussion, have students pass in their work in the
in-binfor grading.
Assessments:

Summative)
Observation of participation during

discussion
Formative
Prediction writing response.
Formative

Tomorrow, we will go over the characters and a character map so that students have a
context of who the characters are and what they act like. Then, we will assign parts and
start reading the play.
.
Reflection:
This lesson asked students to think critically and synthesize the information they
have learned over the past couple days. It was a challenging lesson that forced
students to access background information and put it together with new information.
The prediction activity which required that they write their prediction as a paragraph was
also a chance to formatively assess students writing habits at this point in the year. I
would say the lesson was a success because students were excited to read the play
after watching the movie trailer, and as a pre-reading activity it asked them to make
predictions about what we will be reading.
As an English teacher, I see the development of reading and writing skills to be
essential for students to be successful not only in class but in life in general. My
pedagogy encompasses the importance of teaching skills to students in order to help
them learn. This lesson is an example of teaching transferable skills because inferring
and synthesizing are critical thinking skills that take time to develop. In addition, by
incorporating the movie trailer into the activity, I was able to capture students attention
and engage them in the activity. My pedagogy emphasizes accessing different
modalities and this audio/visual aid helped to build anticipation for reading and boost
motivation.
NAME:_____________________________MOD:____________DATE:_____________
A Raisin in the Sun
Pre-reading Writing Activity
Directions: After viewing the movie trailer for A Raisin in the Sun, analyzing Harlem
by Langston Hughes, and learning about Lorraine Hansberrys background, make a
prediction as to what will happen in A Raisin in the Sun. What will the main characters
struggle with? What will they want to achieve? What will keep them from achieving their
dreams? Why do you believe this? Make your best prediction and use evidence from
class discussions or your poem analysis in your response. Use complete sentences.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Quotation Analysis Practice Lesson Plan (#4)

Date__2/16/15___ Mod __B__ Class __English II Level I Teacher___Jess Zappala
Todays lesson is to formatively assess students prior knowledge and ability with
quotation analysis. Since a summative assignment from this unit includes an in-depth
character analysis using supporting quotes from the text, this lesson is designed to give
students practice with this concept. The results of this lesson will show me how much
guidance I can anticipate students will need as we track character development.
Students will practice finding and analyzing key quotations and share their analysis with
the class.
Students will know how to identify quotations and make inferences about them.
Students will know the purpose of their quote and how it affects the play as whole.
Students will be able to interpret the quote and identify the speaker.
Students will be able to identify authors purpose.

Reading/Literacy

Writing
(1)Conventions of standard English

(1) Text types and purposes
SLV & Life Long Skills
(2) Comprehension and Collaboration

Quotations - cut into 1 quote per sheet
Quote Analysis Practice Worksheet
Journals for Bell ringer
Guiding Questions
Methods:
Journaling
Independent practice
Scaffolded instruction

Before class, greet students at the door by name. Have the bell ringer already written on
the board.
1. Warm-up: 10 Mins
a. Bell Ringer: Do you think it is important to have a dream? Why or why
not? Can dreams be destructive? Explain. - Give students 8 minutes to
respond.
b. Share and discuss responses (2 mins)
2. Main Activity: 35 minutes
a. Explain todays objective: Today we are going to do an activity that will
give us practice analyzing quotes. One of our unit objectives is to be able
to identify significant quotes and explain their meanings. (1 min)
b. Explain the directions: I will pass out a worksheet to each of you. This is
an independent activity. I will walk around and pass out one quote to each
of you. You are to answer the questions about the quote to the best of
your ability. The questions will ask that you relate the quote to the themes
of the play. It will also ask you to consider authors purpose , or the
reasons why Lorraine Hansberry included your line. What does it show?
You may use the play to help you. This will help you for your summative
assessment because I will expect that you will be able to not only analyze
the quotes but pick them out on your own. So that is something I also want
you to be aware of. (1 min)
i. Pass out the paper
ii. Read through each direction and clarify instruction - inform students
that we will be sharing responses.
iii. Pass out one quotation to each student
c. Give students 20 minutes to work on the questions. Have copies of the
play handy for students to refer to while working. (20 mins)
i. Walk around while students work and take note of students who are
on-task.
ii. Make sure students are following instructions, working diligently,
and focused.
iii. Answer any questions.
iv. Give a two minute warning when students should be finishing up
and ready to share .
d. Once everyone is finished, start at one side of the room and have the
student read their quote, ask the class if they can guess who said the
quote, and then have that student explain the quotation and why Lorraine
Hansberry included it. Have the student next in line do the same thing.
(10 mins)
i. Have students pass these in as a formative assessment.
3. Wrap up: 10 Minutes
a. Instruct students to take out their guiding questions, which will be due Friday, and
work on them in class. (10 mins)
Assessments:

Summative)
Quotation Analysis Worksheet
Formative
Participation during the activity and

sharing
Formative

Tomorrow, we will continue reading the play. We are finishing Act I scene II, and will
begin discussing assimilation and identity. We will do a review of Act I and then take a
quiz in two days on Friday that asks students to identify characters, answer short
analysis questions, and explain the significance of five quotations from the play.
.
Reflection:
Although students worked diligently during the lesson, they were slow to begin.
Some were overwhelmed because they thought I had asked them to locate the quote in
the play, not just identify who said the quote. This led to students frantically flipping
through pages of the play with a look of anxiety on their faces. Once I clarified this
misconception, students were more relaxed and participated in the activity. I now know
that if I were to do this lesson again, I should clarify to students that I am not asking
them to cite the quotations, but identify the quotation. I will also give them the page
number where the quotation can be found so that they can examine it in context.
This lesson plan coincides with the tenet of my philosophy that essential skills
should be taught to students in order for them to succeed not only in my classroom but
in other courses and in the future. I also believe in providing scaffolded instructions,
especially to dependent readers, which is why I gave students a chance to practice this
skill on their own without any risk involved. Instead of asking them to both find a quote
and analyze it, I gave students the quotation so they could focus todays work on pure
analysis. Overall, the lesson was successful and students provided thoughtful
responses to the quotations.
A Raisin in the Sun During-Reading Activity (5)

DATE: 3-20-15
Mod: B
Class: English II Level I
Teacher: Jess Zappala

Today the class will continue reading A Raisin in the Sun. Students will answer a Bell
Ringer/Quick Write, have a discussion, and then read in small groups. At the end of
class, students will come together and we will discuss what we have read.
Students will be able to summarize their reading to this point.
Students will know the major conflicts and themes in the text.
Students will be able to identify character traits and motivations.
CCSS.ELA-LITERACY.RL.9-10.1: Cite strong and thorough textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.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.
multiple or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
05.02cc WRITING Anchor Standards for Writing/Literacy: (1) Text Types and
Purposes, Narrative
05.01cc READING
05.03cc SLV;LIFE
-LONG
SKILLS
Key Ideas and Details

Knowledge of Language
Comprehension and Collaboration
Presentation of Knowledge and Ideas

Raisin in the Sun text
Whiteboard & markers
Methods:
Collaborative Work
Journal Writing
Discussion

Methods:
1. Warm up (10 mins)
a. Students come in and take out their journals. Students begin responding
to the bell ringer (quick write). How can money affect a characters
attitude towards life?
b. When finished, choose volunteers to share their answers.
c. Encourage students to make connections between the text and their own
lives.
2. Main Activity (35 mins)
a. Review Reading (10 mins)
i. Ask: What are the current dreams and ambitions of our main
characters? - Write these answers on the board, have students
copy them down in their notes.
ii. Predict: Will these characters reach their dreams? Why or why not?
b. Reading in Groups (25 mins)
i. Write the names of the characters from todays reading (pp. 63-70)
1. Beneatha,Ruth, Mama, Walter and stage directions
ii. Put students into groups of 5
iii.
iv.
Have students choose roles within their groups (5 mins)

Students get up and read/act while I move around the room to
ensure all students are paying attention and understanding the
text.(20 mins)
c. Pull class together (10 mins)
i. Discussion/Review:
1. What did we learn about our characters? Why does Walter
feel upset? What is going to happen in the next section of
the text?
Methods of assessment and documentation of assessment: formative;
summative (if applicable):
Formative: I will formatively assess students while I monitor their progress during this
lesson when they are in small groups. Their journal entries will also be formatively
assessed.
Follow up (what will happen in the following days)
In the following days, we will continue to read A Raisin in the Sun and continue tracking
character development. Students will soon be finished with Act I and will take a quiz on
the Act once they review the material tomorrow.
Reflection:
Today, students were very interested in the bell ringer (quick write) journal entry.
Students participated and had strong opinions about money affecting a persons life.
They used examples from both the text and also from their own world to support their
answers. While in groups, students worked well together. Working in groups allowed for
students who are not comfortable reading to the whole class to have a chance to
engage with the text more closely. This lesson plan demonstrates my pedagogy
because it involves group work, which I believe to be particularly helpful for language
learners. By grouping the stronger speakers with the weaker speakers, the stronger
speakers were able to mentor and assist their peers who struggled. I wish I had thought
of using this method of in class reading sooner.
A Raisin in the Sun Act I Review Lesson Plan (#6)

DATE: 2-19-15
Mod: B

The subject of todays lesson is a review of key details and concepts from Act I of A
Raisin in the Sun. Up to this point, we have read Act I, done quotation analysis
activities and answered bell-ringers all referring to issues and ideas from the text.
Students will know the basic details of the play such as main character names and
traits, setting, and time of the play.
Students will know the term generational gap and be able to apply it to the play.
Students will be able to identify the speaker of important quotes from the text by using
context clues.
Students will be able to identify and explain key plot details from the play.
word meanings.
05.01cc READING
05.03cc SLV;LIFE
-LONG
SKILLS


Laptop and HDMI adapter
Projector
Link to homemade jeapordy game:
https://www.superteachertools.net/jeopardyx/jeopardy-reviewgame.php?gamefile=1424220959#.VOPzwVPF_pA
Whiteboard
Blue books for bell ringer
Methods:
Interactive review game
Teacher led instruction
*Before class - Write the bell ringer on the board and greet students at the door by
name!
1. Warm up: Bell Ringer - 15 mins
a. Bell Ringer: Explain a conflict that occurred in your own home or life
because of a generational gap. How does it compare to the conflicts in the
play?
b. Give students 10-13 minutes to write in their journals. (13 mins)
c. Share responses/discussion. (2 mins)
2. Main Activity: Review Game - 30 mins
a. Explain directions (2 mins)
i.
ii.
iii.
Today we are going to review for our Act I quiz tomorrow. I want to
make sure we all remember the key details from the story so that
we can continue reading and making sense of the play. So far we
have done a great job, so I want to make sure we continue making
progress. We will be playing Jeopardy to review for the quiz. Some
of these questions may even be on the quiz, so make sure you are
listening even when the other team is answering a question! I will
explain the rules.
I will split the class into two teams. The two team will take turns
having one individual from each team answering a question. There
will be five Categories with corresponding questions. The questions
have a point value that depend on the difficulty of the question. If
the person answering the question gets the answer right, your team
gets the points. If not, the other team is allowed to try to get the
answer right.
iv.
Split the class up into two equal groups. Explain that I need to be
able to individually assess student knowledge so they will not be
discussing questions with their peers before they submit an answer.
Instead, we will rotate through each group and have one person
choose a category and point value. If they get the answer right,
they get the points and can continue answering until they get a
question wrong.
v. Questions?
b. Jeopardy (25 mins)
i. Flip a coin to see who goes first
ii. Team #1 chooses a category and point value
iii. Team #1 has one person answer the question - [They get 1 minute
to answer]
iv.
If they get the answer right, they continue answering. I will be using
the games interactive scoreboard to keep score.
v. Team #2 has a chance when team 1 gets their answer incorrect.
vi. Team #2 chooses a category and point value.
vii. Jeopardy continues until all squares have been chosen and
answered or until the bell rings at 9:25.
3. Wrap-Up: Guiding Questions (if time - 5 mins)
a. If we complete the Jeopardy board, students will take out their guiding
questions for Act I and work on them until the bell rings because they are
due tomorrow.

Formative: I will formatively assess students participation and the responses as we
play the review game. Their proficiency will allow me to determine how prepared they
will be for tomorrows quiz.

Tomorrow (2/20) we will have quiz on Act I. Since it is a Friday before vacation we will
not be starting to read Act II until we come back from vacation. Instead, we will take a
quiz and begin looking for quotes in Act I to include in their summative assignment for
the unit.
Reflection:
Students seemed to be engaged and enjoyed playing Jeopardy. This lesson
served a dual purpose. First, since students answered questions one at a time without
help from their group, I was able to individually assess student proficiency as a way to
gauge who was ready for the quiz tomorrow. Also, it served as a review before the quiz.
Even though all students did not choose the correct answer, all students were still
exposed to review questions and answers about the play before the quiz. Since
absenteeism is an issue in this class, it was helpful to get a day of review in before we
took the quiz. I had thought about giving extra credit to the team who had the highest
score, but I figured it was best to just use the game as a review for fun. This took
some of the pressure off of students, and even without a reward, students were still
competitive. I would certainly use jeopardy-style lessons again as a quiz review due to
the high engagement and usefulness of this lesson.
:____________________________MOD:___________DATE:_______________
A Raisin in the Sun
Act I Quiz
I. Matching: Match the following characters and or/people with the correct description.
(2 points each)
_____ 1. Wants to be a doctor
a. Ruth Younger
_____ 2. Author of A Raisin in the Sun
b. Travis Younger
_____ 3. Accuses Beneatha of assimilation
c. Walter Younger
_____ 4. Dreams of owning their own home
d. Joseph Asagai
_____ 5. Asks for money from his parents
e. Beneatha Younger
_____ 6. Wants to invest in a liquor store
f. George Murchison
_____ 7. Becomes pregnant
g. Mama (Lena) Younger
_____ 8. Beneathas wealthy suitor
h. Lorraine Hansberry
______________________________________________________________________
____
II. Quotation Identification (4 points each)
Directions: Using the word bank, write the characters name next to the appropriate
quotation.
Ruth
Walter
Beneatha
Mama
Joseph Asagai
__________________ 1. Who the hell told you you had to be a doctor? If you so crazy
bout messin round with sick people - then go be a nurse like other women - or just get
married and be quiet (38).
__________________ 2. My children and they tempers. Lord, if this little old plant dont
get more sun than its been getting it aint never going to see spring again (40).
__________________ 3. Oh, Mama - The Murchisons are honest-to-God-real-liverich-colored people, and the only people in the world who are more snobbish than rich
white people are rich colored people. I thought everybody knew that (50).
__________________ 4. I shall have to teach you how to drape it properly Oh-paygay-day, oh-ghah-mu-shay. You wear it well.very well.mutilated hair and all (61).
__________________ 5. Honey, you never say nothing new. I listen to you every day,
every night and every morning, and you never say nothing new. So you would rather be
Mr. Arnold than be his chauffeur. So - I would rather be living in Buckingham Palace
(34).
III. Short Answer Questions
Directions: Answer the following in complete sentences. (8 points each)
1. Why doesnt Beneatha want to marry George Murchison?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What does Walters response to Travis request for fifty cents demonstrate about
Walters character?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Give two examples of how a generational gap has caused tension in the Younger
household.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Explain the symbolism of Mamas plant with an example from the play.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Identify and describe the setting of A Raisin in the Sun. Include at least two details.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. What type of parent is Mama? Would you want her as a parent? Use two details from
the play to support your opinion.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. Why does Ruth go to see a doctor?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. Define assimilation using one example from the play.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
NAME:____________________________MOD:___________DATE:_______________
A Raisin in the Sun
Act I Quiz - KEY
I. Matching: Match the following characters and or/people with the correct description.
(2 points each)
___E__ 1. Wants to be a doctor
a. Ruth Younger
___H__ 2. Author of A Raisin in the Sun
b. Travis Younger
___D__ 3. Accuses Beneatha of assimilation c. Walter Younger
___G__ 4. Dreams of owning their own home d. Joseph Asagai
___B__ 5. Asks for money from his parents
e. Beneatha Younger
___C__ 6. Wants to invest in a liquor store
f. George Murchison
___A___7. Becomes pregnant
g. Mama (Lena) Younger
___F__ 8. Beneathas wealthy suitor
h. Lorraine Hansberry
______________________________________________________________________
____
quotation.
Ruth
Walter
Beneatha
Mama
Joseph Asagai
_______Walter____________ 1. Who the hell told you you had to be a doctor? If you
so crazy bout messing round with sick people - then go be a nurse like other women or just get married and be quiet (38).
________Mama___________ 2. My children and they tempers. Lord, if this little old
plant dont get more sun than its been getting it aint never going to see spring again
(40).
_________Beneatha________ 3. Oh, Mama - The Murchisons are honest-to-Godreal-live-rich-colored people, and the only people in the world who are more snobbish
than rich white people are rich colored people. I thought everybody knew that (50).
_______Joseph Asagai______ 4. I shall have to teach you how to drape it properly

Oh-pay-gay-day, oh-ghah-mu-shay. You wear it well.very well.mutilated hair and
all (61).
_________Ruth __________ 5. Honey, you never say nothing new. I listen to you
every day, every night and every morning, and you never say nothing new. So you
would rather be Mr. Arnold than be his chauffeur. So - I would rather be living in
Buckingham Palace (34).
1. Why doesnt Beneatha want to marry George Murchison?
8 pts - Beneatha does not want to marry George Murchison because she is focused on
her career and becoming a doctor. She is also not interested in George because he is
from a snob-ish family.
4 pts - Beneatha doesnt want to Marry George Murchison because she wants to
become a doctor instead.
2. What does Ruth give Travis when he asks for 50 cents? What does Walter give
Travis when he asks for 50 cents? What does this show about Walters feelings or
attitude towards money?
Full credit if the students answers all questions and gives analysis.
EX: Ruth does not give Travis any money because they dont have it. Walter gives
Travis one dollar. This shows Walter is not smart with his money, and that he can be
greedy, and excessive. (Answers full question)
Credit if students only give answers but make no analysis about Walters feelings
towards money.
EX: Walter gives Travis $1 and Ruth gives no money.
3. Give an example of how a generational gap has caused tension in the Younger
household.
Full credit if students give an example and explain how it caused a tension in the house.
EX: Mama slaps Beneatha because she does not believe in God.
4. Explain the symbolism of Mamas plant with an example from the play.
Full credit relates Mamas plant with the love and care she takes of her children and her
plant.
EX: Mamas plant is an example of symbolism because she treats the plant as she
treats her children. Her plant does not get much sunlight, like her children, but they are
both still alive.
5. Describe the setting of A Raisin in the Sun. Include at least two details.
Full credit: gives two details about the setting.
EX: The setting of the play is Chicago, IL. The house is cramped. Travis sleeps in the
living room. Ruth and Walter sleep in the living room.
half credit: one example of the setting
6. What type of parent is Mama? Would you want her as a parent? Use at least
one detail from the play to support your opinion.
Full credit if the student explains their opinion on the type of parent Mama is and
answers if they would want her as a parent, using an example from the play to support
their decision.
EX: Mama is a good parent. I would want her as a parent because she does whatever
she can to give her family everything she can. An example from the play is how Mama
wants Travis to have a hot breakfast every morning.
7. Why does Ruth go to see a doctor?

Full credit if students accurately answer why Ruth went to see a doctor.
EX: Ruth went to see a doctor to get an abortion.
8. Define assimilation using one example from the play.

Full credit if student defines assimilation and uses an example from the play.
EX: Assimilation is the acquiring of cultural traits of a group. An example is how
Beneatha wears her hair straightened
Half credit if students define assimilation without an example;
EX: Assimilation is the acquiring of cultural traits of a group.
Student A: Above Average Score
Student C:
A Raisin in the Sun Act I Film Adaptation Analysis (#7)

DATE: 3-4-15
Mod: B

The subject of todays lesson is a viewing of act I of the 2008 film adaption of A Raisin
in the Sun. Todays lesson is used to reinforce the essential questions and plot of the
play in order to build a strong background before we continue reading the play.
Students will know the plot of the play and view a film adaptation of the play.
Students will know the differences and similarities between the film and written version
of the play.
Students will be able to explain authors purpose and perspective when analyzing the
film adaption.
Students will be able to identify and explain key plot details from the play.
CCSS.ELA-LITERACY.RL.9-10.7: Analyze the representation of a subject or a key
scene in two different artistic mediums, including what is emphasized or absent in each
treatment.
COMPETENCIES ADDRESSED:
05.01cc
READING
05.02.cc WRITING

Production and Distribution
Conventions of Standard English

05.03cc SLV;LIFELONG
SKILLS


Act I Viewing Questions
TV & DVD Player
A Raisin in the Sun DVD
Methods:
Discussion
Viewing

Before class: Greet students at the door by name.
1. Welcome class, take attendance
2. Explain expectations for the day
a. Yesterday we took a quiz on Act I, but before we start reading Act II and
because I know some of us have been absent a few times and snow days
have also interrupted our learning, I wanted to make sure we are all on the
same page before we begin Act II. Therefore, we will be viewing Act I as a
review but also so that we can analyze the similarities and differences in
reading the play vs. watching the play. (2 min)
b. While we are viewing the play, I will be stopping the DVD to go over our
guided questions. We will have discussions based on the questions
throughout the film. I want to make sure we are all caught up and
understanding the plot, as well as the differences that film version has
compared to the play we have read. My hope is that by viewing act I
before we read act II, we will start act II with a strong base understanding
of the play. (2 min)
3. Main Activity: Film Analysis
a. Pass out the worksheet
b. Read each question out loud to the class so that they know what to look
for while watching the film. (1 min)
c. Discuss: What do we predict will be different in this version? What do we
predict will be different about the experience of viewing a play vs. reading
a play? (2 mins)
d. Turn on the film
e. Inform students that number one asks to Explain how the movie starts.
Why do you think the director decided to start the movie this way.
f. Pause the movie about 2 minutes in for students to respond. Discuss the
question, ask students why the director did this? What was their purpose?
Why wouldnt Lorraine Hansberry start it this way? (2 mins)
g. Play the movie, pause again when the next questions answer comes up:
What does Walter ask Ruth to do? - This question is used to ensure
students stay on track. Give students 1 minute to write, then discuss
responses. Move on when students are ready. (2 mins)
h. Continue pausing the film when answers are seen. Continue telling
students what they should be looking out for next. By pausing the film,
students are more relaxed and able to view the film and respond in a
timely manner. Discussions also give students a chance to explain their
perspectives and argue their point of view about authors and directors
craft. (30 mins)
Wrap Up:
1. 5 minutes before class ends, pause the movie. Discuss with students: How is
watching the film helping your understanding of the play? How is it different than
reading? What are the main differences we are seeing between the play and the
film version? Why are there these differences? ( 5 mins)

Formative: I will formatively assess students worksheets and the responses as we
view and discuss the film.
Tomorrow (3 /5) students will continue viewing and discussing Act I. Friday, students
will begin reading Act II.
Reflection:
Originally, when designing this lesson plan, I wanted to give students an open
ended reflection question to respond to at the end of the film. After more thought, I
decided that my particular students would benefit most from a scaffolded discussion
based on authors craft and film analysis. Instead of having students answer one
prompt, I decided to come up with multiple questions that I could discuss with them and
hear feedback about. I thought it would be more beneficial to watch the movie in clips,
rather than all the way through. By pausing the movie often, students attention was
kept. They were not sleeping or on their electronic devices. Quick discussions helped to
keep students focused and motivated on answering their questions. This lesson aligns
with my personal pedagogy because it demonstrates my value for accommodating the
needs of my learners. With the majority of my students being English language learners,
I have incorporated the film into my unit plan in order to accommodate their audio and
visual learning styles. Instead of only reading in class, the film version gives students
visual cues and representations of character descriptions, plot and authors craft. It also
reinforces the play and builds a strong background before we move on with the play.
After seeing quiz grades, I recognized that absenteeism has affected how well the
students are understanding, comprehending, and remembering the play. As a result,
showing the film allows students who may have been absent or not paying full attention
while reading a chance to catch up with the main ideas of the play before they get too
far behind. The quiz also served as a reminder for students that paying attention while
reading in class is very important. Overall, the lesson went well. I am glad that I decided
to chunk up this lesson instead of just showing the entire movie. Students were clearly
benefiting from this lesson. I think that viewing act I will grow anticipation because
students will want to know what happens next.
NAME:_________________________________DATE:_____________MOD:________
Act I Viewing Questions
Directions: Answer the following questions using complete sentences while viewing A
Raisin in the Sun.
1.Explain how the movie starts. Why do you think the director started the movie this
way?
2. What does Walter ask Ruth to do?
3. What is Beneatha wearing when we first see her?
4. Why does Walter come back after he leaves?
5. When is the first time we see Joseph Asagai? How is the different from the play?
6. Where is Mamas plant? What does it look like?
7. What does Beneatha look like when she leaves for her date with George?
8. What does Mama do after her fight with Beneatha?
9. The play takes place in only the Younger house. What is different about the setting of
the movie version? Why would the director choose to do this?
10. What is Walter discussing at the bar with Willie and Bobo?
11. What is Beneathas reaction to Ruths pregnancy? Why would she react this way?
12. Describe the robes that Asagai got for Beneatha.
13. Who opens the $10,000 check?
14. What does Walter say he wants? What is driving him crazy?
15. What does Walter say is life? What does Mama say she thinks life is about?
16. What was the most memorable or emotional scene of the movie? Describe it using
details from the movie.
A Raisin in the Sun Summative Project Expectations (8)

DATE: 3-9-15
Mod: B

Todays lesson will introduce the final project for this unit. This project asks students to
track character development based on text evidence while reading the play. Since
students have already read some of the text, in-class time will be provided today to
catch up on finding quotations. For Act III, students will be expected to find their
quotation while we read. By the time we are finished reading in class, students should
have their quotation tracking sheet filled out and be ready to construct their scrapbook.
Students will be able to identify and explain important quotations from the text that
correspond to character development.
Students will be able to draw conclusions about characters based on their reading of the
text.
Students will be able to show their understanding of perspective by narrating their
scrapbook through the voice of their character.
Students will know how perspective affects the controlling purpose of a text.
Students will know that complex characters in a play continually develop and be able
to track their development .
multiple or conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
05.02cc WRITING Anchor Standards for Writing/Literary: Text Types and

Purposes, Narrative
05.01cc READING
05.03cc SLV;LIFE
-LONG
SKILLS


A Raisin in the Sun text
Whiteboard
Markers
Scrapbook Project expectations and rubric
Scrapbook character development (rough draft of scrapbook quotations)
Methods:
Modeling
Teacher-led instruction
Scaffolded instruction
1.Warm up (10 mins)
A.Welcome class
B.Take attendance
C. Ask Class:
i) Do you remember the quotations practice activity we did at the
beginning of the unit? When I passed out quotations for everyone to analyze and you
had to answer questions about the quotations?
ii)Ask: What was easy about it? What was hard? Why?
iii) Explain: The reason we did that activity was to practice our analysis of
text evidence. Todays lesson will introduce us to the summative project
where we will have to analyze quotations that we find on our own that
demonstrate character change and transformation.
A.Distribute project expectations, rubric and character development
handout.(5mins)
i)Explain that one of the objectives of the unit is to track and understand
character development. Therefore, we will create a scrapbook that tracks
the dreams, motivations, and personality of one character throughout the
play.
B. Read through the handout, pausing for questions. (10 mins)
C. Explain that students will be recording quotations on their draft and then
putting the quotations in their scrapbook. Reiterate that the scrapbook will be
from the characters point of view. Students may choose from Walter, Beneatha,
Ruth, or Mama. (5 mins)
C. Re-Read the steps about how to create the scrapbook, and show students
each
step with the model. (10 mins)
i)When explaining the title page, show students the title page
ii)When explaining the description page, show students the description
page
iii)When explaining the three quotation pages, show students the
quotation
page.
D. Ask students to repeat in their own words what the purpose of the project is,
and how they will go about collecting quotes and putting the scrapbook together.
E. Explain that we will have two days to work on the project in class after our test,
but students should still be tracking quotations throughout.
F. Ask if there are questions.
3. Wrap up: (10 mins)
A. Have each students choose a character for their scrapbook
B. Students will report to the class their character and why they are choosing them.

Formative: I will assess students while modeling for participation and engagement.
Their success in this project will depend on their focus and during todays lesson. The
quotation handout will be collected and graded formatively once they pass in their final
draft of the scrapbook.
Summative: The scrapbook will be graded summatively.
During the following days, students will continue to read A Raisin in the Sun. Students
will have their quotation collection drafts on their desks while we read so that they can
record important quotations. I will check in with students as the unit progresses to make
sure they are collecting quotations. Students will have opportunities to share with the
class their quotations as they find them.
Reflection:
Todays lesson was effective in demonstrating the summative project for this unit. The
expectations were clearly outlined and students knew how they would be graded. At
first, students were overwhelmed and felt the project was too difficult for them to
complete. I reminded my students that I hold them to high expectations and expect
them to push themselves to work hard. I also explained to them that I give them the
steps they need and the time they need to complete their assignments. This is why I
gave them a place to collect quotations as we read, as well as two full class days to
work on the project. Once I explained this, students were calmer. I incorporated this
assignment into the unit because it is a skill to write from another perspective, and I
wanted students to be able to practice and demonstrate this skill. Also, the Common
Core State Standards emphasize the importance of tracking complex characters, as
well as using text evidence to support analysis. Therefore, I felt this scrapbook was an
engaging and useful project.
About two weeks later, while creating the scrapbooks, I learned how important having a
model or exemplar for students to use was. In this class, the majority of students are
language learners. Therefore, these students were constantly asking me if they could
look at the model and keep it at their desk. The model was rotating around the
classroom each day, and I was glad to have the model for students to use while
creating their scrapbook. Students worked diligently and took pride in their scrapbooks.
Students even asked to present their scrapbooks, even though this was not a
requirement of the assignment because they were so proud of their final project.
Student A: High Achievement
Student B: Middle
Achievement
Student C: Below Average
A Raisin in the Sun Vocabulary Activity (9)

DATE: 3-16-15
Mod: B

Todays lesson is a vocabulary activity using words taken from the play, A Raisin in the
Sun. The vocabulary from todays activity will appear on the final test. The words are
both new vocabulary terms, as well as key terms associated with the genre of drama.
Students will know key terms and vocabulary associated with 10th grade curriculum.
Students will be able to define and write examples of their assigned vocabulary words.
Students will be able to create mnemonic devices to help them remember the meanings
of the words.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 9-10 reading and content, choosing flexibly from a range of strategies
word meanings
05.02cc WRITING Anchor Standards for Writing/ Literary: Text Types and
Purposes
05.01cc READING

05.03cc SLV;LIFE
-LONG
SKILLS


Vocabulary List
Vocabulary Squares
Methods:
Collaborative Learning
Writing on the board
Mnemonic devices

1. Warm up (10 min)
a. Distribute vocabulary words (2 mins)
b. Ask students - Which words do you already know? Which words have we
already read in our book? Which words look confusing to you? - Continue
discussion about the words and where students may or may not have
been exposed to them (8 mins)
a. Assign each students one word (there will have to be one pair)
b. Have students look up their word in their book and copy the example from
the text onto their vocabulary list. Once they find the example, they must
write their example on the board (15 mins)
c. Once all examples are on the board, go around the room and have the
student who wrote the example read their example and read the definition
of their word. (5 mins)
d. Have students copy the examples from the board onto their vocabulary
sheet once all have been gone over (10 mins)
3. Wrap Up (10 mins)
a. Distribute vocabulary squares
b. Explain how vocabulary squares work (2 mins)
i. These will be used as a way to help you remember the vocabulary
words.
ii. You will write the word, definition, example and YOUR OWN way to
remember the word with a picture or phrase.
c. Model and think aloud the first vocabulary square to the class, walking
them through the process of filling in the vocabulary square and choosing
a picture to help them remember the word. Example: Scrutinize means to
examine closely, when I was in school, we used magnifying class in
biology to look at the patterns on a bugs wings..So Im going to draw a
magnifying glass to help me remember that scrutinize means to look
closely.. Etc (5 mins)
d. Have students continue working on their vocabulary squares and assign
them to finish them for homework. Students should be prepared to share
their mnemonic devices with the class tomorrow. (3 mins)

Formative: Vocabulary Worksheet, Vocabulary Squares

Tomorrow, students will share their ways to remember their vocabulary words with the
class in case some students struggled with this. After that, we will continue using the
vocabulary words and discussing them so that students will learn them efficiently. These
words will also be on the test.
Reflection:
During this lesson, students worked efficiently to produce their example and were
excited to write their example on the board. Students enjoyed coming up with pictures to
help them remember their words. I had multiple students ask if they could write their
native language in the ways to remember square of the vocabulary squares. I was not
anticipating this and was not sure how to respond. I told students they could choose
three ways to remember to write in their native language, but that I would prefer the
rest to be English and/or a picture. Though I want to validate students identities, I also
want them to improve with their English proficiency, which I think comes from practicing
their English as much as possible.
The lesson plan demonstrates my personal beliefs of teaching because I gave
students the tools they needed to succeed. My pedagogy is built upon having high
expectations for my students once I give them what they need to reach my
expectations. I expect all students to learn these words, but I understand that I must
teach them effectively first, which is what this lesson was designed to do.
NAME:________________________________MOD:_____________DATE:_________
Vocabulary for A Raisin in the Sun
Word
Part of
Speech
Definition
1.Scrutinze
(pg. 84)
Verb
To examine
something critically
2.Exuberant
(pg. 93)
Adjective
Very lively, happy,

or energetic
3. Implore (pg.
92)
Verb
To make a serious
request
4. Vigor (pg.
93)
Noun
Strength, energy,
determination
5.Exasperate(p
g.97)
Verb
To make angry or
annoyed
6.Facetious(pg. Adjective
120)
Speech that is
supposed to be
funny but regarded
as silly, not proper,
or annoying.
7. Protagonist
Noun
A main character
that usually goes
through a change or
transformation
8. Antagonist
Noun
Opposes the main

character, can be a
character or inner
Example
struggle.
9. Dialect
Noun
Language used by
those of a specific
area, education,
social class, etc.
10. Stage
Directions
Noun
A written instruction
telling the actors
what to do.
NAME:___________________________________MOD:________DATE:___________
A Raisin in the Sun Vocabulary Squares
1.
Word
Example
Definition
Picture or way to remember
2.
Word
Examples
Definition
3.
Word
Examples
Definition
4.
Word
Example
Definition
5.
Word
Examples
Definition
6.
Word
Examples
Definition
7.
Word
Example
Definition
8.
Word
Examples
Definition
9.
Word
Examples
Definition
10.
Word
Example
Definition
A Raisin in the Sun Script Writing Exercise (#10)

DATE: 3-24-15
Mod: B

The subject of todays lesson is script writing. Today, students will have the opportunity
to practice for the writing portion of their test. On their test, students will be asked to
extend the play one more scene. This is so that I can assess their ability to apply the
conventions of a play to their own writing, as well as ensure that they can produce key
terms such as dialect and stage directions in context. In addition, by writing a script that
extends the ending of the play, students are using higher order thinking skills to
construct a logical ending. This demonstrates to my students that reading is a process,
and is not a simple task that is done when the book closes.
Students will know how to correctly format and write a script.
Students will know the purpose of a script.
Students will be able to produce a script of their own that logically extends A Raisin in
the Sun
Students will be able to apply their knowledge of dialect, stage directions and the
conventions of a script into their own writing.
word meanings.
05.02cc WRITING Anchor Standards for Writing/Literacy: (1) Text Types and
Purposes, Narrative
05.01cc READING
05.03cc SLV;LIFE
-LONG
SKILLS


Script Writing handout
Whiteboard
Markers
TV
DVD Player
DVD of A Raisin in the Sun
Methods:
Think,Pair,Share
Modeling
Independent Practice

Before class: Greet students at the door and welcome them to class.
1. Warm up: (10 mins)
a. Re-watch the last 5 minutes of the movie (5 mins)
b. When it ends, have a discussion (5 mins)
i. Why did the play end like this?
ii.
What happens next?

1. Write the answers on the board for this one. Examples are:
Walter and Beneatha fight again about who she will marry,
or Mama will take her plant and put it into a new garden
2. Main Activity: (25 mins)
a. Tell students that today we will step into Lorraine Hansberrys shoes and
get to extend the play for one more scene!
b. Distribute the play and analyze its existing structure (8 mins total)
i. Think, Pair, Share
1. Ask students to think about individually what they notice
about the structure of the text and the word choices that
Lorraine Hansberry has used when creating her characters.
(2 mins)
2. Have students get into pairs and discuss their noticings. (2
mins)
3. Have each pair of students share at least one item they
noticed about the structure and word choice of the text. (2
mins)
4. As students share, write their responses on the board. By
the end of the sharings, you should have at least: (2 mins)
a. Stage directions are in parentheses and italics
b. Character names are in CAPITALS
c. Hansberry uses dialect to give her characters an
authentic voice
d. Each set of dialogue starts on a new line
e. If students do not bring up these points, make sure to
write them on the board and explain where they
appear in the text.
c. Explain the expectations of the writing exercise (5 mins total)
i. Now that students have analyzed and reviewed what structure the
play uses, pass out the handout Script Writing Practice
ii. Read the directions at the top of the page to the students
iii. Read the example
iv.
Ask students what is expected of them. (This is that students will be
asked on their exam to produce an extension of the play that
follows the conventions of script writing and uses their key term,
dialect).
d. Model (5 mins total)
i. Say: Before we begin, lets do one together. When you are starting
to begin your scene, you want to think about the setting. Where do
you want the scene to open? Where did it last end? (the Younger
house was packing up to move)
ii. Choose a student to volunteer what the setting of the model
example will be.
iii. Next, say: Okay, once we know where I want the setting to be, we
need to think about who our characters are going to be. Who can
share at least two characters from the play that they want to
interact in our new scene? and then choose a volunteer and write
the names of the characters on the board.
iv.
Then, say: Great, now that we have our setting and our characters,
we are ready to create our script. Tell me again what the
requirements are of this writing exercise? Students should answer:
You must have two characters and use stage directions and
dialect! Say, Okay, so remind me what stage directions and
dialect are! And write short definitions on the board.
v. Say: Nice, alright. So once you know where and who will speak,
you need to figure out what they are going to say! - Have students
come up with dialogue on their own and write the words on the
board. Ensure they use dialect correctly and stage directions
correctly.
e. Independent Practice (12 mins total)
i. Now that students have been given an example on their handout
and also seen the activity modeled, instruct them to create their
own script independently. Remind them that this will be the writing
activity on their test tomorrow so it is important to practice today
and have me check it before they leave.
ii. Move around the room ensuring all students are on task and
understand the instructions.
3. Wrap-Up (10 mins total)
a. Have students share their scripts so that I can assess progress and
performance, as well as so that other students can hear options and
examples.
b. Remind students that they will be expected to do this on their test
tomorrow.
c. Ask students if there are any questions about this process
d. Tell students they can use the handout to study tonight and I will collect it
tomorrow before the test.
Formative: I will formatively assess students as I walk around and check their progress
while working independently, as well as when they share their sample script with the
class.

Tomorrow (3/26) students will have a final test on A Raisin in the Sun. The last section
will ask them to extend the play for one more scene, where they will use todays skills
and knowledge. After their test, students will begin working on their scrapbook project.
Both of these tasks will be summative assessments because they assess the skills and
knowledge practiced and taught throughout this unit.
Reflection:
At the beginning of this lesson, students were concerned about their test the next
day and unsure about how they would perform on the writing portion. When I explained
the writing section for this test would actually be a performance task in script writing,
they complained and said that I give them too much work! I was unsure about how to
react to this. In response, I thanked them for being honest with me, but I also informed
them that it is the second semester of their sophomore year and that because many of
them have a goal of moving up to a level two class next year, I need to prepare them to
be ready to take on all the work they will get in their level two English course. I also
reminded them that I was available during my free mods and after school if anyone
needed extra help or assistance. Once we had this discussion, the class seemed to run
more smoothly.
Explaining that I was going give them guidance and instructions about how to
complete this task helped my students relax and start to enjoy this exercise. At first they
were overwhelmed, but as the class went on and they noticed that we were
accomplishing the task together before they had to do it on their own, they became
more confident in their abilities. This lesson demonstrates my philosophy of having high
expectations for most students and also giving them the support and scaffolding they
need to be successful. I recognized the needs of my learners and adjusted my
instruction to meet these needs so that my students could reach my expectations. As a
result, students completed scripts that extended the play and utilized the key terms
used during this unit, such as dialect and stage directions, while upholding the
conventions of script writing.
I decided to implement this lesson into my unit because I thought it would be a
great way to have students create something that they could engage with and call their
own for their exam. It was also a way to assess their ability to apply the skills and
knowledge learned throughout the course of the unit. By completing this lesson, I could
tell that students had learned what stage directions and dialect are, as well as that that
they understood how plays are set up and written.
NAME:________________________________MOD:____________DATE:__________
Script Writing Practice
For our unit test, you will be asked to extend the play for one more scene. Today we will
practice doing this. Here are some reminders about writing a script.
1. Start with a TIME and PLACE
2. Put names in CAPITAL LETTERS
3. Put stage directions in Italics and (parentheses)
4. Each time a new character speaks use a NEW line
5. Show dialect by giving the characters a unique way of speaking. Write the
words the way they say them. Example: Yessuh! I went down to da river to speak
wit dem youngin.
______________________________________________________________________
Time: Saturday Afternoon
Place: New Younger house
MAMA: Im just so happy to be up in this here house! Its what I always wanted.
BENEATHA: Oh, Mama, its all you ever did was talk about this house.
MAMA: (With joy in her voice) Yes, I know child! But you see, this house is just the thing
I always did want. I just wanted little Walter and you to be just so happy!
BENEATHA (crying with tears of joy): Mama! (Beneatha walks towards MAMA and
gives her a big hug)
(Walter enters holding Mamas plant)
WALTER: Mama, welcome home! Where do you want this raggedy plant?
MAMA: Oh, Walter! Dis is ma favorite plant! Puts it over by the window please!
Write your own script here:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
NAME:______________________________MOD:____________DATE:_________
A Raisin in the Sun
Act II and III Test
I. Matching: Match the following key terms and vocabulary words with the correct
description.
(2 points each)
_____ 1. To examine something critically
a. Dialect
_____ 2.A main character who goes through
a change or transformation
b. Exuberant
_____ 3. Strength, energy, determination
c. Scrutinze
_____ 4.To make angry or annoyed
d. Implore
_____ 5. Very lively, happy, energetic
e. Antagonist
_____ 6. To make a serious request
f. Vigor
_____ 7. Works against the protagonist, can be
an inner struggle or another character g. Protagonist
_____ 8.Language used by those of a specific
area, education, social class, etc
h. Exasperate
______________________________________________________________________
____
quotation. Each name will only be used one time.
Ruth
Walter
Beneatha
Mama
Joseph Asagai
__________________ 1. Bitter? Man, Im a volcano. Bitter? Here I am a giant -surrounded by ants! Ans who cant even understand what it is the giant is talking about!
(85).
__________________ 2. Honey, life dont have to be like this. I mean sometimes
people can do things so that things are better.You remember how we used to talk
when Travis was born...about the way we were going to live...the kind of house. (89).
__________________ 3. He finally come into his manhood today, didnt he? Kind of
like a rainbow after the rain. (151)
__________________ 4. Then isnt there something wrong in a house in a world -where all dream, good or bad, must depend on the death of a man? (135)
__________________ 5. No -- I wanted to cure. It used to be so important to me. I
wanted to cure. It used to matter. I used to care. I mean about people and how their
bodies hurt. (133)
1. What does Mrs. Johnson warn the Younger family about and how is this similar to
Lorraine Hansberrys background?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. In Act II, Mama says, I...I just seen my family falling apart today...just falling to pieces
in front of my eyes We couldnt of gone on like we was today. We was going
backwards stead of forwards --talking bout killing babies and wishing each other was
dead (94). What key term is Lorraine Hansberry using here and why would she choose
to write the dialogue this way?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. What does Mr. Lindner offer to the Younger family when he comes to visit?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. How does A Raisin in the Sun demonstrate the American Dream?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Why does Mama describe Walter as a rainbow after the storm?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Extended Writing Response (24 Points):
Directions: On the lines provided, extend the play for one more scene.What do the
characters do when they arrive to their new house? How do they interact with one
another? What are their new dreams and ambitions?
For full credit, your response must fill in all of the lines below (8 pts), at least two
characters (4 pts), stage directions (8 pts) , and an example of dialect (4 pts).
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
NAME:____________________________MOD:___________DATE:_______________
A Raisin in the Sun

Act II and III Test (KEY)
I. Matching: Match the following key terms and vocabulary words with the correct
description.
(2 points each)
___C__ 1. To examine something critically
a. Dialect
___G__ 2.A main character who goes through
a change or transformation
b. Exuberant
___F__ 3. Strength, energy, determination
c. Scrutinze
___H__ 4.To make angry or annoyed
d. Implore
___B__ 5. Very lively, happy, energetic
e. Antagonist
___D__ 6. To make a serious request
f. Vigor
___E__ 7. Works against the protagonist, can be
an inner struggle or another character
g. Protagonist
___A__ 8.Language used by those of a specific
area, education, social class, etc
h. Exasperate
______________________________________________________________________
____
quotation. Each name will only be used one time.
Ruth
Walter
Beneatha
Mama
George Murchison
______W____________ 1. Bitter? Man, Im a volcano. Bitter? Here I am a giant -surrounded by ants! Ans who cant even understand what it is the giant is talking about!
(85).
________R__________ 2. Honey, life dont have to be like this. I mean sometimes
people can do things so that things are better.You remember how we used to talk
when Travis was born...about the way we were going to live...the kind of house. (89).
_______M___________ 3. He finally come into his manhood today, didnt he? Kind of
like a rainbow after the rain. (151)
____________J______ 4. Then isnt there something wrong in a house in a world -where all dream, good or bad, must depend on the death of a man? (135)
_________B_________ 5. No -- I wanted to cure. It used to be so important to me. I
wanted to cure. It used to matter. I used to care. I mean about people and how their
bodies hurt. (133)
Directions: Answer the following in complete sentences. Two points will be taken off for
answers not in complete sentences. (8 points each)
1. What does Mrs. Johnson warn the Younger family about and how is this similar to
Lorraine Hansberrys background?
Mrs. Johnson warns the Younger family about the racism they may encounter at
Cylbourne Park. This is similar to Lorraine Hansberrys background because she faced
racism issues when she moved to an all white neighborhood in Chicago. ( 8pts)
Half credit if students answer one part of the answer.
2. In Act II, Mama says, I...I just seen my family falling apart today...just falling to pieces
in front of my eyes We couldnt of gone on like we was today. We was going
backwards stead of forwards --talking bout killing babies and wishing each other was
dead (94). What key term is Lorraine Hansberry using here and why would she choose
to write the dialogue this way?
Lorraine Hansberry is using dialect. She is using dialect becuse it gives the reader an
authentic sound as to what the characters actually speak like. It gives the characters
more authenticity.
Half credit if students only answer one part of the question.
3. What does Mr. Lindner offer to the Younger family when he comes to visit?
Mr. Lindner offers the Younger family to buy the house back so that the Younger family
will make money. (8 pts)
4. How does A Raisin in the Sun demonstrate the American Dream?
A Raisin in the Sun demonstrates the American Dream because the characters want to
make more money and give their children a better lives than they had.
credit if students define the American Dream but do not relate it to the play.
5. Why does Mama describe Walter as a rainbow after the storm?

Mama describes Walter as a rainbow after the storm because he is finally a beautiful
and prideful human being who is willing to stand up for his family. The entire play Walter
was going through a stormy time, he was angry and upset. By the end of the play,
when Walter decides to prove himself to his mother by refusing to take Lindners offer,
he became a rainbow.
Extended Writing Response:

Directions: On the lines provided, extend the play for one more scene. What do the
characters do when they arrive to their new house? How do they interact with one
another? What are their new dreams and ambitions?
For full credit, your response must fill in all of the lines below, include a setting,
at least two characters, stage directions, and an example of dialect.
Example for full credit:
Setting: The New Younger house, Saturday afternoon.
MAMA: (Yelling) Jee Willy! I am jus so excited to be in my here house!
WALTER: (Comes up to Mama from behind, and gives her a hug) Mama, I know I didnt
say it before, but thank you for always believing in my dream. I feel like sometimes my
dreams are lost, but now I feel like I can do anything!
(Beneatha enters from her bedroom. She is wearing Asagais robes again)
BENEATHA: WHAT! You can do anything? Listen Walter, learn to take on one thing at
a time, would ya? I am just too excited to be getting annoyed with your ambitious self all
over again!
WALTER: (Annoyed) Okay Bennie, go away now. Why you always have to ruin the
mood?
MAMA: (Not letting their fighting get her upset today): Listen, chillen! You all are in OUR
house now, and in OUR house, we dont yell and cuss and make fun of eachotha! Ya
her?
(Mama walks out onto her patio and unpacks her plant.)
Scoring rules:
Fills up the entire
page - 8 points
Fills up page - 6
pts
Fills up page- 4
points
One example of
Dialect - 4 points
No examples of
dialect - 0 points
Stage directions in
parenthesis and
italicized- 8 points
Stage directions are

in parenthesis but
not italics OR stage
directions are in
italics but not
parenthesis - 6pts
Stage directions are No stage directions

present but not
-0
differentiated from
the other text 4 pts
Two characters
speak - 4 pts
One character
speaks - 2 pts
no character - 0 pts
Fills up 4 lines - 2
points
Personally Created Assessment Tool Analysis for A Raisin in Sun: Act II and III
Test
Description of Tool: This assessment is a personally created test that I gave to my
level one (fundamental/skills) students in my sophomore English II course after reading
A Raisin in the Sun by Lorraine Hansberry. The assessment consists of four sections:
matching, quotation identification, short answer, and an extended writing response.
This test is structured similarly to their quiz from this unit, but includes a writing portion
as well. Students were given one class period, or 45 minutes, to complete this test.
Students were allowed to use notes they took in class , but were not allowed to use the
play or any handouts.
Purpose: This test was a summative assessment aimed to test skills and knowledge
learned during this unit. Each section of this test was intended to assess different skills
and knowledge. The matching section was intended to measure knowledge of key
terms and vocabulary words. The quote identification section included significant
quotations from the text and assessed students comprehension of the text. The short
answer section of this test was designed to assess literary analysis skills by focusing on
authors craft questions and character development questions. Finally, the extended
writing response section was designed to measure students comprehension of the text,
as well as their ability to apply the knowledge about dramatic structure in their own
writing. Analysis of this assessment gave me a better understanding of how well my
students understood the texts plot, as well as the progress of their critical thinking and
writing skills. Since each section was aimed at different skills and knowledge, it also
allowed me to see trends and patterns in student progress towards proficiency in the
multiple competencies. .
Connection to course competencies, standards, and learning objectives:
Learning Objectives assessed on this test:

1.Students will know Hansberrys background and how it relates to the themes
(discrimination, dreams, relationships) in the play.
2.Students will know The definition of dialect and how it is used to engage the reader.
3.Students will know how a character (s) develops through a text. Students will be able
to analyze character development throughout the play.
4.Students will know how to track a theme and its development throughout a text.
5.Students will be able to analyze a theme throughout the play.
Students will be able to Identify examples of authors craft (dialect) by citing the text.
Reading: Students will be able to comprehend, analyze, and synthesizes material from
the text in order to gain an understanding of the major themes in conflict present in the
text. Students will understand how perspective shapes the understanding of the plot as
a whole.
Writing: Students will write reflecting and analytical pieces that focus on authors craft
and character development and back up opinions with text evidence.
Speaking, Listening, Viewing and Life-Long Skills: Students will work individually and in
group settings to learn the content of the text, as well as the historical and societal
significance of the major themes and conflicts from A Raisin in the Sun in relation to
themselves and other works from this semester.
Alignment with Pedagogy:

This assessment demonstrates my pedagogy because it shows the high expectations I
hold for my students. This test was long and challenging, but students have come to
expect difficult work in this class, despite its level one status. I strongly believe that all
learners, whether they are native speakers, EL students, or students with limited
English proficiency , should be held to high academic standards. I also believe that in
order to meet my high expectations, I must give students the skills and tools needed to
meet them. Throughout this unit, students worked on learning the objectives that were
assessed on this test . My use of formative assessments throughout this unit gave
students a chance to practice with the skills before they were asked to demonstrate
their skills and apply the knowledge learned on this test. I designed this test in this
particular way because it gave me specific feedback about each competency. Through
this test, I was able to see how students were progressing on their mastery of course
competencies.
I also believe that teaching involves being a reflective and flexible practitioner. I gave
this test knowing that I would be adjusting my next unit depending on how the students
performed on each section of this test. I also believe it is important to understand the
whole-child and by giving students different sections of the test that measured different
competencies, I was able to understand the strengths and weaknesses of each student.
I believe traditional tools are just one way to assess skills and knowledge. This is why I
also assessed with a short quiz, a scrapbook project, and many formative assessments.
Application of Tool:
I used this tool as a summative assessment nearing the end of the unit. It was designed
to test the skills and knowledge that were learned and practice throughout this unit. The
results of this assessment can be used to inform the instruction of my next unit
depending on their achievement on each of the sections of the test. I will adjust my next
units instruction based on the trends and patterns seen on this test. The matching
section is designed to measure the life-long-skills competencies because it
encompasses key words and vocabulary learned through the unit. This is because the
life-long-skills competency includes vocabulary knolwedge. The short answer and quote
identification section were designed to measure if students had met the reading
competencies, and the extended writing response was designed to measure students
knowledge of the conventions of drama and their proficiency in meeting the writing
competencies aligned with this unit.
This test has an answer key with scoring rules for the short answer and a rubric for the
extended writing response. Each question in the matching section is worth two points
and quotation identification is worth four points per quotation. For these questions,
students must write the correct answer on the lines provided. Students were given a
word bank on the quotation identification section in order to help them make their
decision. The short answer questions were worth eight points. Students were expected
to answer the entire question and were given half credit if they only answered half of the
question. The extended writing response was worth twenty four points, and the rubric is
used to grade students answers. Students were explicitly told what each point value of
each requirement of the response was worth.
Reflection of Results:
After grading all student work, I calculated the class average as a 50% or an F.
This is due to the high number of absentee and truant students. When I calculated the
average using only students who have shown up to class this semester, the class
average was a 75%, or a C+. Most grades were either high or very low. Most students
scored either in the 88%-100% range, or in the 50%-60%range. This class is made up
of fifteen students, ten of them are English Learners (ELs), and five students have an
Individual Educational Plan (IEP). These students were allowed to leave the room and
take their exam in the resource room. Two students enrolled in this class have not
shown up at all this semester.
I noticed that most students did very well on the matching and quotation
identification sections, but struggled with the short answer section. All students but one
got all five quote identification questions correct. While creating this section, I tried to
pick quotations that we discussed at length while reading. I may have made this section
too easy for the students. I believe if I had eliminated the word bank this section would
have been more challenging. On the short answer section, most students did not
provide complete answers for each question, which usually resulted in half credit. Most
students struggled with question two where students were asked to identify authors
craft with a key term and then describe why the author would use this term. I believe the
cause of this pattern could be two different reasons. The first is that applying knowledge
of new terms and analyzing authors craft is a higher order thinking skill, and this
question asked students to apply their knowledge of the term dialect and explain why
Lorraine Hansberry would use it. Students may have struggled because they were
unable to make connections between the text and author's craft while also identifying a
key term. Another reason for many students to have gotten this question wrong may
have been the way it was worded. Many students came to ask me for clarification of
what the question was asking while they were taking the test. Some of my students did
not know what I meant by key term. Also, some students answered the question by
analyzing what the quotation said, rather than what it was an example of. Therefore, the
wording of this question may have been the reason students struggled. While reading in
class, we often paused to discuss examples of dialect in A Raisin in the Sun. Students
were able to identify it during class and also while working on the script writing activity
before the test, yet on the short answer section of the test, students struggled. In hind
sight, I believe I probably should have eliminated this question from my calculations and
not deducted points for wrong answers.
On the extended writing response section, I used a rubric to grade the answers.
This ensured consistent and fair grading. The directions also told students how I would
be grading, which I believe is part of the reason most students did well on this section.
The biggest pattern associated with this section is that the students who did not write in
script format lost the most points. This is because this section was designed to assess
students application of knowledge about dramatic structure and authors craft, and I
could not give them much credit for writing their response is paragraph form. Out of
fifteen students, eleven of them followed directions and used script format for this
section. Out of the eleven students, the greatest number of points lost was 6 out of 24. .
Those who did lose points did so because they did not include an example of dialect.. I
believe this could be because students were unsure how to make their own example,
though students were able to identify this key term in the matching section overall. For
the four students who did not use script format, the least amount of points off was eight,
and the highest amount was sixteen.
The average score of students who did not use script format was a 67%. Three
of these students are ELs, and one of them as an IEP. These three students also
received the lowest grades in the class. Since writing is the last stage of language
acquisition, I anticipated that my ELs would struggle most on the writing portions of this
exam. Though, for the most part, I was happily surprised that most students did well on
this part of the assessment. I attribute this to the many discussions we had in class
about noticing the aspects of script format, the purpose of stage directions and dialect,
and the script writing practice formative activity that all students did prior to this exam.
Students knew what they would be asked to do on this test before it was given, which
gave them the opportunity to prepare.
This tool was useful in determining students progress in the competencies.
Overall, students struggled with the short answers and the extended writing response
more than the matching and quote identification, which demonstrates the need for
further instruction and practice with literary analysis and writing skills. I know that I must
continue working on analysis skills and using examples from the text to support
responses during the next unit to strengthen students reading and writing skills. Most
students performed adequately on the extended writing response, which showed me
that students understand the characteristics of a play (stage directions, dialogue,
setting), as well as authors craft. It also showed me that students knew the characters in
the play and were able to extend the play for another scene depending on their
knowledge of the characters personalities.
Students performed as I expected on this summative assessment. Leading up to
this assessment, students had multiple formative assessments that gave me an idea of
how students were progressing towards proficiency in the course competencies. These
formative assessments include bell ringers (quick writes), quote analysis practice,
guided reading questions, and script writing activity. All of these formatives gave
students the opportunity to practice the course competencies on the test before
demonstrating their understanding on the assessment.
Overall, I felt this tool was appropriately challenging for my students. This is
because it asked students to apply the skills and knowledge learned in class on their
own. During this unit, my instruction was catered to the themes and concepts present
on the test. Students were aware of the material they would be tested on and knew that
their formative assessments were designed to help them succeed on the summative
assessment.
Student Results:
Student A: Above Average

Achievement
Student A received a 100% on the assessment. Overall, this student has a 94%
class average. He has missed two school days, and comes to class prepared, and
participates in class discussion. He used his own handwritten notes on the test. He is an
EL from Iraq, who is 19 years old in this sophomore level course. He missed a couple
years of school before resettling in America 5 years ago.
His ability to match all of the key terms and identify the correct character in the
quote identification section shows me that he is on track to mastering the speaking,
listening, viewing and life-long-skills competencies, as well as working towards his
reading competency. Student A completed his vocabulary squares and probably used
them to study, which can explain his outstanding performance on the matching section
of this test.
This student also answered all short answer questions correctly and completely.
Specifically, his answer to number two and number five showed me that he is on track
to proficiency in the reading and writing competencies. Number two asks students to
identify the key term being used and explain why the author would use it, and this
student answered both of these questions correctly. The students response
demonstrates knowledge of authors craft and key terms. Also, his response to number
five, which asks students to explain why Mama described Walter as a rainbow after
the storm, was analytical in the sense that it asked students to make a figurative
connection between Walters actions in the play and how they mimic a rainbows
stages. This student adequately explained Walters transformation, which showed me
that he can make connections and draw larger conclusions about a text.
On the extended writing response section, this student fulfilled all of the
requirements for full credit as listed on the scoring rubric. He used stage directions,
dialogue, an example of dialect, in an extended piece of writing. . This shows me that
this student is on track to mastering the writing and reading competencies. By extending
the play using script format, I can tell that the student understood the ending of the play,
understands the characters, is able to utilize key terms on his own, and can apply their
knowledge and skills about script format to his own writing.
Moving forward, I will continue to hold all students to high expectations. I will also
continue using formative assessments to practice skills and knowledge needed on
summative assessments, as well as a tool to track the acquiring of these skills and
knowledge. Student A came to class every day and completed all formative
assessments, and I believe this is why he scored so well on his assessment. During our
next unit, students will be asked to focus on authors craft without as much guidance
from me. Students will work on annotating their text and making their own connections. I
will continue supporting this student with scaffolded instruction, but as time goes on I
will start to expect that he can make his own connections.
Student B: Middle
Achievement
This student scored a 78%. She has an 89.6% overall grade in my class and
received a 100% on her last quiz. She did not use any of her notes on this unit test..
She completed the majority of her formative assessments leading up to this summative
assessment. She is native English speaker with an IEP noting a learning disability. This
student was absent three times this quarter, and missed the review day. She was upset
when she saw her score, as she holds herself to high standards. The retake policy at
Manchester Central High School states that students may only retake a test if they earn
a 70% or less, and can only receive a 70% if they retake it. Therefore, this was not an
option for this student. I believe the fact that she missed our review day affected this
students performance on the assessment. Looking back, I feel I should have given this
student an extra day for review before she took the test.
Student B received full credit for the first page of her assessment, which included
matching and quotation identification. This student, along with many others, did not
correctly answer questions two of the short answer section. These questions were worth
eight points each. It looks as if she wrote an answer and then erased it. Other than
question two, this student correctly answered all other questions. Her analysis for
question five was particularly telling of her proficiency in the reading and writing
competencies. She explicitly noted the transformation the protagonist went through
throughout the play, which was a main objective of this unit. The extended writing
response section is where the student lost the most points. Although she wrote a valid
prediction for what will happen next in A Raisin in the Sun, she lost points due to her
formatting, lack of use of key terms, and length of her response. Since her response
only went down the page, she lost two points. She did not use stage directions, which
was worth eight points, or an example of dialect, which was worth four points. Overall,
she lost fourteen points out of a possible twenty four. Her ten points were earned
through her detailed response, which earned her six points out of eight, and
mentioning of two characters, which was worth two points. I feel that if this student had
paid more attention to the directions, she would have scored better on this section. Also,
if she were in class on the review day, she would have better understood what this
section was asking her to do and had an opportunity to practice the skills involved.
I feel this particular assessment was not a clear representation of what this
student knows and is able to do. This is because I feel circumstances such as her
absence the day before upset her and threw her off before she even started the
assessment. During this unit, the student was engaged in class, completed most
assignments, and even watched the film adaption of the play on her own before the
class watched it. Her initiative and passion for learning are evident in her high average
in this class.
Moving forward, I will make an effort to give students who miss a review day
more time to study before taking an exam. Also, during our next unit, I would like to
complete more formative assessments before each summative. I believe these smaller
assignments give me a clear representation of how the class is doing in relation to the
competencies. I believe I need to be more flexible according to the data that my
formatives tell me. For example, if students are not becoming proficient in a skill I
planned them to be before a summative assessment, I need to adjust the date of my
summative in order to build in more time for skill acquisition.
Student C: Below Average Score
This student received a 64%. His class average is a 66.7%, or a D. He comes to

class each day but is very reluctant and often tired. He has an IEP, which notes a
learning disability, yet he does not have resource fit into her schedule because he
attends the Manchester School of Technology, which takes up three hours during the
school day. I believe this is unfair for the student, who I believe needs to meet with his
resource teacher during the day in order to work to his full potential.
This student, though he has an IEP, chose to take this test in class. He got all of
the matching section incorrect. This shows me that he needs more time to develop his
speaking, listening, viewing and life-long-skill competencies. He did not complete his
guided questions for the unit or his vocabulary squares, which is probably why he
answered all of the matching section wrong.
The student did answer all of the quotation identification questions correctly. This
could be because he was present during all classes and therefore, remembers our class
discussions about the significance of these quotations. This student also probably
benefitted from the use of a word bank during this section.
On the short answer section, the student lost thirty two points of out forty. Most of
his responses were not complete thoughts and did not answer the entire question. For
example, for question one, the student was asked why Mrs. Johnson warned the family
about moving to their new neighborhood and how it was similar to the authors
background. Student Cs response, He warned them about the bombing at the house
was partly correct, but does not explain how it is similar to the authors background, or
give enough evidence of understanding of the play and the authors background to
warrant full credit. For question two, this student, like others, analyzed the quotation
rather than identifying what it was an example of (dialect) and why the author uses
dialect. The response to number three was incoherent, Of not buying the house hes
mad of that and they just talk talk talk. I was unsure as to where the student was going
with this response, and unable to give him credit for his response, as this answer does
not demonstrate understanding of what I was measuring. Student Cs response to the
fourth question was not specific enough. He explains that in life, things go up and
things go down and people have their problem as the way that A Raisin in the Sun
demonstrates the American Dream. Though I had an idea of where the student was
going with this response, I was again unable to give him credit. I expect students to
utilize the skills and knowledge learned during each unit on their assessments, and I
feel this student could have used more detail to demonstrate his knowledge. On the last
question, this student notes that Walter came out a real man which is true, and the
main idea of his transformation, but gives no detail or context to the figurative language
that Mama uses to describe Walter as a real man, and therefore lost six out of eight
points for this question.
On the extended writing response, the student lost sixteen points of out twenty
four. His answer is a paragraph summarizing an event from the middle of the play. I
gave the student two points for using two characters and four points for writing a halfpage response, yet the content of his writing tells me that he probably did not read the
directions. Also, it tells me that he is behind in working towards proficiency in the
reading and writing competencies of this course.
As we progress into the new unit, I intent to use this assessment as a tool to
understand how to adjust my instruction in order to get this student from where he is not
to where he needs to be. I will do frequent check-ins to make sure he is on task in class
and completing all formative assignments on time. I will also take initiative to
communicate with his parents and resource teacher. It is difficult that this student has
an IEP but does not have a resource class in his schedule, but this is something that
teachers must learn how to adapt to .
Reflecting on the results:

Overall, I was pleased with the results of this assessment. I feel that it
demonstrated how my students are trending towards proficiency in the course
competencies. I feel that the matching and quotation identification section were fair
ways to assess the speaking, listening, viewing and life-long-skill competencies.
Manchester Central High School considers vocabulary as an aspect of the life-long-skill
competency because new vocabulary is a life-long-skill that they can keep with them
and use in their every day lives. However, I would have liked to have more application
questions on this section, rather than simply matching. I believe since most students did
well on this section, they are willing to be pushed more in class for this competency.
During our next unit, I plan to continue to focus on authors craft and literary
analysis skills. I will start to put more responsibility on my learners for finding examples
of authors craft, rather than identifying it for the students. I will do this in scaffolded
steps, to make sure that all students are keeping up with the pacing. I will also remain
flexible and build time in for extra review. If I notice students are struggling, I will make
sure to slow down and catch students up right away, rather than waiting until the
summative assessment to find out these problems exist.
While creating future assessment tools, I plan on continuing to use traditional

tools, but also projects, performance pieces, and formative assessments. I believe using
a variety of assessment tools is the best way to gauge the progress my students are
making in achieving proficiency in the course competencies. The explicit scoring rules
and rubric helped to make this assessment fair to grade, so that is something I will
continue using on all assessments. I also plan on using more formative assessments so
that I can create more scaffolded lessons for students before their summative
assessments come along.
Overall Reflection and Connection to Pedagogy:
This is the unit plan I developed to teach A Raisin in the Sun in my sophomore
level one classroom to promote an understanding of different perspectives of the
American Experience. This unit plan demonstrates my ability to develop, execute, and
reflect on lessons and greater understandings based on the Understanding by Design
model of unit planning. This unit plan contains lessons and assessments that are
aligned with the Common Core State Standards and the Manchester Central High
Schools course competencies. The various lessons in this unit plan demonstrate my
beliefs in holding myself and my students to high expectations, using cooperative
learning, having explicit instruction, creating a respectful environment in which students
can express their opinions and take educational risks, using hands on activities,
employing various modalities, and making concrete connections to other disciplines.
Overall, this unit demonstrates the high academic standards that I hold myself
and my students to. This unit plan asks students to think critically, use examples from
the text, and apply knowledge and skills they have learned on their summative
assessments. Each day of this unit was built upon the concepts from the day before.
Students were expected to complete all formative work in order to succeed on their
summative assessments. Class time was spent in rigorous academic pursuits,
especially while reading and analyzing the text. Frequent class discussions promoted
student participation and engagement with the text. All assessments were fair, and
students went into them knowing how they would be graded. This meant that students
could adequately prepare for all assessments and do their best.
During this unit, there were multiple opportunities for students to work
collaboratively with their peers. During the Harlem Imagery Project, students worked in
pairs to create an image that visualized the metaphors found in the poem Harlem by
Langston Hughes. Students created individual rough drafts and then worked together
on their final poster. Students were engaged in this process and played ideas off each
other to reach a shared consensus of the best way to visualize their assigned metaphor.
Students also had another opportunity to work with their peers. While reading the play,
there were a few days that students were put into groups and read together, rather than
a whole group setting. This allowed for closer engagement with the text since each
student in the group had a role. It also allowed me to group students based on native
language spoken and English proficiency. Once the class was brought back together,
discussions were productive and demonstrated knowledge of the plot and themes in the
play.
This unit plan also encompasses the use of explicit instruction. An example of
this is the Harlem Imagery Analysis. During this lesson, I taught students how to
annotate and discuss the key points of the poem. Another lesson that used explicit
instruction was the scrapbook project expectation lesson, in which I explained to

students what would be expected from them for their final project. This resulted in
students being able to create work that met my expectations because they were clearly
outlined.
During this unit, it was essential that my classroom be a learning environment
built on respect and acceptance. Since the play incorporates issues such as abortion,
prejudice, and racism, it was imperative that this class was conducted in a respectful
manner, which promoted discussion of ideas in a productive way. During each wholeclass reading, students participated during discussion and were respectful members of
the classroom, even dealing with topics such as racism and abortion. Without this
respectful atmosphere, these conversations would not have been possible and key
concepts of this play would not have been discussed so deeply.
I also believe that students should be given the opportunities to learn through
hands-on activities. During this unit, the Harlem Imagery Poster and the Scrapbook
Project were two examples of hands-on work that students created. The Harlem
Imagery Assignment was creative but it also gave students the chance to interpret
literature in their own way. The scrapbook project asked students to take on the role of
another character, and to tell their memories in a scrapbook from the characters
perspective. This challenged students to use the first person and think about the key
events and moments from the play that the characters would include in their own
scrapbook. This assessment was a success because it showed students abilities to
create a project that demonstrated their understanding of both course material but also
course competencies, such as reading and writing.
In order to succeed in their summative assessments, I believe that scaffolded

instruction is needed to promote higher order learning. An example of scaffolding used
during this unit was through the teaching of new vocabulary terms. This involved many
steps. First, I read students their assigned vocabulary words taken from the context of
their play. Next, I assigned students to find examples of their word from the play. Then,
students wrote their examples on the board and we decided if the definitions were
valid. Once this was done, all students copied down the examples from the board onto
their worksheet. Finally, students used their vocabulary list to create vocabulary
squares, which they then presented the next day. We also revisited these words
throughout the unit as a way to review before the test. I believe this is why students
scored well on the matching section of their summative assessment of Acts II and III of
the play.
To reach all of my learners and to accommodate their needs, I ensured that I
catered my instruction to various modalities This means that I made lessons that were
engaging and useful for students who learned best by listening, seeing, writing, or
doing. One example of this is my use of Jeopardy as a review for the act I quiz.
Jeopardy uses visuals, the questions projected onto the board. By reading the review
questions to my students and having the questions in front of them, my visual and
auditory learners enjoyed the task. Also, while reading the play, I incorporated the use
of an audio recording so that students could visualize the characters inflections while
they spoke. This was to promote engagement with the text, since while reading in class
some students struggle with the correct annunciations. Also, this class viewed the film
adaption of the play, which gave students a visual representation of the characters for
them to picture while reading. The hands on projects and time spent writing on the
board also affected my kinesthetic learners in a positive way.
I believe that technology is a useful source in the classroom, which is why I
implemented the use of technology into a variety of my lessons. Since many of my
students live at or below the poverty level, they do not have adequate access to
technology at home. Therefore, I feel it is my responsibility to expose students to
different aspects of technology to help them engage with the text as much as possible.
Multiple lessons used technology to among other things model annotations during the
Harlem analysis, show the Harlem video, and play the Jeopardy game. Each of
these lessons were a success because students could interact and visualize the
material that was given to them. Another example of using technology in the classroom
was the day that I asked students to figure out how much $10,000 was worth back in
1959, when the play takes place. Students were allowed to use their smartphones for
research, and were engaged in the research. This led to a better understanding of the
play because students understood why the characters in the play were so excited to
receive $10,0000, and then so upset to lose it. Students did not previously understand
the concept of inflation before this activity.
Though I hold my students to high expectations, my pedagogy also relies on the
fact that I need to give my students the tools they need to meet my high expectations.
This starts by giving them ample opportunities to build upon the skills and knowledge
they already possess. An example of the scaffolded instruction involved in this unit is
the use of frequent formative assessments. These assessments include guided reading
questions, bell ringers (quick writes), film adaption questions, and the script writing
exercise. I found that the responses on the bell ringers (quick writes) and on the guided
reading questions, gave me a starting point of where to go with each lesson. For
example, I found that many students struggled with the assimilation bell ringer, and
therefore I knew that I needed to take extra time to go over assimilation and its relation
in the play. I also found the use of models to be essential in the success of each of my
students to meet my high expectations. During the unit, I used a model to explain the
final summative project to my students. Students often passed around the model during
their two days of in-class time to work on the project. When students passed in their
final project, most received grades of B or better, and I attribute this to the clear
expectations found on the handout and the model given to students.
Through the analysis of my formative and summative assessments of the unit, I
feel students are progressing towards proficiency in the courses competencies. Moving
forward, as I plan my next unit, I will keep in mind what worked well during this unit, and
continuing using those strategies. This includes having students read in small group
settings, as well as giving frequent formative assessments. During the next unit, I will
adjust my pacing to ensure all students are being supported during their learning of
skills and knowledge. Most importantly, I have learned that when given the tools
needed to do well along with high expectations, students will respond with a scholarly
attitude and motivation to succeed.

Jessica Zappala Unit Plan Final Compressed

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The role of race and cultural identity in the American Experience through A Raisin in the

Sun by Lorraine Hansberry

Lesson Plans and Reflections......15-115

Personally Created Assessment Tool Analysis...115-133

Final Reflection on Unit...133-138

CCSS.ELA-LITERACY.W.9-10.9: Draw evidence from literary or informational texts to

05.01cc READING Students will demonstrate the ability to comprehend,

Students will demonstrate the ability to listen and view

to convey meaning and explore

Student objectives (outcomes):

Students will be able to:

Assessments and connections to understandings

Students will know

1.Notes & discussion

Students will know the

1-Literary device & Key

1-Scrapbook Final Product

Viewing the play

1.Reflection for Act I (F)

Students will know The

Students will know how

Compare and contrast

Students will be able to 1.Guided reading questions

1.Guided reading questions

Use text evidence to

1.Bell ringers (quick writes)

1. Guided reading questions

1.Guided questions III (F)

1.Students will write a

1.Viewing Reflection (F)

Identify the dramatic

Context of the unit:

Personal goals for the unit:

(*) = Lesson Plan included

1.Goal setting for

1.Students begin final

1.Students will finish

2.Pass out guided

1. Start with the Bell

2.Start with the Bell

1..Start with the Bell

1.Start with the Bell

2. Discussion Students share

2. Discussion Students share

1. Start with the Bell

2. Discussion Students share

3. Review Act I with

1.Quick oral review of

1. Bell Ringer/ quick

1.Bell Ringer/ quick

1.Bell Ringer/ quick

1.Bell Ringer/ quick

2. Begin watching Act

3. Read pp118125,write roles on

1.Finish Act II, write

1.Oral discussion for

1.Brief oral review of

1.Oral Review of Act

3. Pause movie after

4. View Act II and III

1.Finish and hand in

along and staying on

_Joseph Asagai 4. I shall have to teach you how to drape it properly