Achieving the Dream Deferred: Poetry and Drama in the 20Th Century

ELA Unit-at-a-Glance

Grade 11, Quarter 2, 3-5 Weeks

Achieving the Dream Deferred: Poetry and Drama in the 20th Century

Module
Sequence / Skills / Resources / Assessment / Instructional
Strategies
1. What is a dream deferred and how do you know?
This module includes attachments. / Students will be able to:
use the TPS-FASTT method to analyze the poem “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes focusing. (RL.4, L.5)
identify the theme of the poem and provide evidence from the text to support the theme. (RL.2)
write an evaluation of Nike’s interpretation of the poem to determine if the commercial supports the theme.(RL.7, W.1) / Extended/Short Texts:
“Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes
Electronic Resources and Alternative Media:
“Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes
http://www.poetryfoundation.org/poems-and-poets/poems/detail/46548
Nike ad for “Harlem: A Dream Deferred”
https://www.youtube.com/watch?v=QrfLQpN2gZs
Instruction:
Go over the TPS-FASTT method of analyzing poetry (make a PowerPoint for a visual)
After going over the steps, give students the handout on TPS-FASTT and allow them to complete it with a partner.
Whole class discussion to check for understanding.
Review the theme of the poem then watch Nike commercial to determine if the commercial supports the theme of the poem. / Formative Assessments:
1. Application of TPS-FASTT analysis of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes
2. Short argument: Does Nike accurately embrace the theme of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes / Notes on TPS-FASTT method of analyzing poetry
Partner analysis of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes
Whole group discussion
Watch and respond to commercial
Individual writing: Does Nike accurately embrace the theme of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes?
2 Where is the dream deferred? / Students will be able to:
draw evidence from electronic resources to examine Representative John Lewis’s contribution to American history and culture. (W.9, SL.4)
analyze “Reflections on a Dream Deferred” by Representative John Lewis for central idea.(RI.2)
write an argument supporting or refuting Representative Lewis’ position. (W.1) / Extended/Short Texts:
“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes
Electronic Resources and Alternative Media:
Teaching Tolerance: Lessons We Can Learn
http://www.tolerance.org/toolkit/lessons-we-can-learn
“Reflections on a Dream Deferred,” Representative John Lewis
http://www.tolerance.org/magazine/number-33-spring-2008/feature/reflections-dream-deferred
Instruction:
This module is adapted from Teaching Tolerance: Lessons We Can Learn from the Southern Poverty Law Center. Most resources come from the links in the electronic resources section.
COW or Computer Lab
Students work in pairs to research Representative John Lewis. Create a timeline of his life paying particular attention to his contribution to the Civil Rights Movement. Gallery walk of the timeline.
Close reading/annotation of “Reflections on a Dream Deferred,” by Representative John Lewis
Small to whole group discussion:
What is the central idea? How does it correspond to the theme of “Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes
Write an argumentative response to “Reflections on a Dream Deferred” prompt from Teaching Tolerance: Lessons We Can Learn / Formative Assessments:
1.Timeline of the life of Representative John Lewis
2. Annotation of “Reflections on a Dream Deferred,” Representative John Lewis
Summative Assessments:
Assign one of the prompts or allow students to choose one of these two prompts.
1. Rep. Lewis feels as though "the dream of Martin Luther King, Jr. still has not been realized." What was Dr. King's dream? Do you agree with Congressman Lewis' statement? If Dr. King were alive today, how do you think he would feel about our progress or lack thereof?
2. Take the "final analysis" described by U.S. Rep. John Lewis in the last paragraph of his essay as a challenge. Write Rep. Lewis a letter — a direct response to his challenge — explaining what you can do as a young person, as a class, or in the future when you're an adult, to bring us closer to achieving Dr. King's dream. / Computer research
Gallery Walk of timeline
Close reading/Annotation strategies
Small to whole group discussion
Argumentative Essay/letter using annotated text, poem, and personal experience as evidence
3. Family Dynamics: What would your family do?
This module includes attachments. / Students will be able to:
work in groups to present the decisions of their family to the class in a logical manner recognizing the potential for different outcomes. (SL.4)
read as a class A Raisin in the Sun act I, scene I to evaluate how the characters develop, interact, and begin to develop a theme. (RL.2) / Extended/Short Texts:
A Raisin in the Sun, Lorraine Hansberry
Instruction:
Put students in groups of four or five. This group is their family. Give the pre-reading activity.
Each group shares with the class the outcome of their discussion and why their choice was better than the others.
Individually students write the answer to the bonus question.
Ask for volunteers to read The roles in Act I are Ruth Younger, Travis Younger, Walter Lee Younger, Beneatha Younger, Lena "Mama" Younger, and Joseph Asagai. A volunteer "stage manager" is asked to read the stage direction, as well.
The reading volunteers (rotate volunteers to provide as many students an opportunity to read as possible) Pause when necessary to check for understanding and discuss dialect/word choice. Identify the two potential themes that develop in act I, scene I. Ask students why the stage directions are important and how do the directions contribute to understanding the characters and plot. / Formative Assessment:
Small group discussion/presentation of pre-reading activity
Summative Assessment:
Response to bonus question (save responses for a future activity) / small group discussion/presentation
Short response writing
Read aloud
Whole group discussion of theme
Individual creation of character and theme chart based on whole group discussion
4. The meaning of words, a close examination of word use in Raisin in the Sun
This module includes attachments. / Students will be able to:
identify and explain how portmanteau words nuance a characters speech and engage the audience (RL.4 and L.5)
develop questions that require responses with strong textual evidence to support the analysis of act1, scene 2. (RL.1) / Extended/Short Texts:
A Raisin in the Sun, Lorraine Hansberry
“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes
Instruction:
Define portmanteau words and give an example from Raisin in the Sun. This activity also serves as a review of act 1, scene 1.
Students work in groups to create their own list of commonly used portmanteau words that they know—students may use a COW or their phones to looks some words up. Students say how they use or have heard these words used. Also what does it say about their culture/community? Each group shares an example—write examples on the board. Once a word is shared, it cannot be repeated. Therefore the number of examples will equal the number of groups.
Then students make a list of portmanteau words in Raisin in the Sun. How does the use of portmanteau words shape the character? What does the use of these words say about the character’s culture/community?
Small group reading: Put students in groups of six if possible to represent the 6 characters in scene II. Students will assign characters and read the scene aloud. Then they will complete the “Make Your Own Study Guide.”
Once study guides are complete, collect them and pass them out to different groups. The groups work together to answer questions using evidence from the text. The teacher can collect the responses and assess them and/or have the student share their responses in a discussion. / Formative Assessments:
Portmanteau word charts
Make Your Own Study Guide
Summative Assessments:
Written responses to the Make Your Own Study Guide / Notes on Portmanteau words
Group word—small group to whole group discussion
Small group reading
Writing DOK 2 and 3 questions for response and discussion
5. Module Title
This module includes attachments. / Students will be able to:
write a reflective analysis of Act 1 using evidence form the text to support your conclusions. (RL.1 and W.9)
investigate the author’s personal history and the play’s connection to the Civil Right movement. (RI.7) / Extended/Short Texts:
A Raisin in the Sun, Lorraine Hansberry
“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes
Electronic Resources and Alternative Media:
“Reflections on a Dream Deferred,” Representative John Lewis
http://www.tolerance.org/magazine/number-33-spring-2008/feature/reflections-dream-deferred
Instruction:
Give students the reflection prompts. Allow time for them to sketch or outline their responses and write a reflection on Act 1 using evidence from the text.
Now that the students are engaged in the play, introduce the author’s personal history. This information can either be given as notes or formed into questions for independent research. Then ask students to answer these questions as an exit ticket. How did Lorrain Hannsberry’s personal experiences influence the play? Now that you know some of the author’s personal history, how has it changed how you view the play and the Younger family? / Formative Assessments:
Writing about Larraine Hansberry’s history and motivation for writing this play
Summative Assessments:
Guided reflection on Act 1 / Independent written refection
Exit ticket
6. Act II, what will the Younger family do?
This module includes attachments. / Students will be able to:
read act II, scene I independently and respond to questions. (RL.1)
read the remainder of act II in whole and small groups and respond to questions (RL.1) / Extended/Short Texts:
A Raisin in the Sun, Lorraine Hansberry
Instruction:
Assign Act II, scene I as homework with study questions. Students answer questions in complete sentences using evidence from the text. Write questions on the board; ask for volunteers to write answers on the board. Students walk around the room reading the responses and adding to the answers when necessary. Check for understanding of act II, scene I.
Returning to reading out loud as a class for scene II.
Continue whole class reading or return to small group reading for Scene III.
Give study questions in class or as homework / Formative Assessments:
Responses to study questions over Act II
Student continue to add information to their character charts / Homework
Whole group and small group read aloud.
7. Module Title
This module includes attachments. / Students will be able to:
perform Act III of the play and demonstrate their understanding of the characters and stage directions (SL.4) / Extended/Short Texts:
A Raisin in the Sun, Lorraine Hansberry
Instruction:
Divide students into groups of 8: the seven characters and the director. If 8 is an unwieldy group number, create groups of 4 or 5 and divide the act III into two parts.
Students will present all of or part of Act III depending on how the teacher set up the groups.
At the end of the performance, ask students why the characters behave the way they do? / Formative Assessments:
Performance of Act III / Collaborative performance
8. What happened to the dream deferred?
This module includes attachments. / Students will be able to:
write an argumentative essay using claim, warrant, reason, evidence, and counterclaim to respond to a prompt (W.1) / Extended/Short Texts:
A Raisin in the Sun, Lorraine Hansberry
“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes
Electronic Resources and Alternative Media:
“Reflections on a Dream Deferred,” Representative John Lewis
http://www.tolerance.org/magazine/number-33-spring-2008/feature/reflections-dream-deferred
MLA format
https://owl.english.purdue.edu/owl/resource/747/01/
Instruction:
Review the writing process and claim, warrant reason. If students are ready, introduce counterclaims.
Once the pre-writing activities are completed, students will need to go to a computer lab or get a COW to type their essay and put it in MLA format. / Formative Assessments:
Pre-writing activities
Summative Assessments:
Argumentative Essay in MLA format
AKO School City Assessment / Notes on using claim, warrant, reason, evidence, and counterclaim
The pre-writing activities the teacher deems appropriate to the prompt(s).
Word processing for publication
9. A contemporary take on Raisin in the Sun / Students will be able to:
analyze how the movie version of the play interprets the source text (RL.7) / Extended/Short Texts:
A Raisin in the Sun, Lorraine Hansberry
Electronic Resources and Alternative Media:
2008 version of Raisin in the Sun
Students watch the film and take notes on:
What are differences between the text and the film?
How the characters are portrayed in the film—does it follow their character chart?
Why do you think certain parts were left out or added?
This movie was made in 2008, does the movie reflect the social/racial issues of the late 1950s or today?
After the film is over, students use the responses to the questions to write a critique of the movie. Students will use evidence to support their analysis.
If time premits, return to the bonus question of the pre-writing as ask them to revise it based on what they have learned from this unit. / Formative Assessments:
Response to questions on movie
Summative Assessments:
Critique of the film. / Watch a film for details that connect to the play.

These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.