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 Skills Resources Assessment Instructional Sequence Strategies 1. What is a Students will be able to: Extended/Short Texts: Formative Assessments: Notes on TPS-FASTT dream deferred use the TPS-FASTT method to “Harlem: A Dream Deferred” or 1. Application of TPS- method of analyzing and how do you analyze the poem “Harlem: A “Montage of a Dream Deferred” FASTT analysis of “Harlem: poetry know? Dream Deferred” or “Montage Langston Hughes A Dream Deferred” or of a Dream Deferred” Langston “Montage of a Dream Partner analysis of This module Hughes focusing. (RL.4, L.5) Deferred” Langston Hughes “Harlem: A Dream includes Electronic Resources and Deferred” or “Montage attachments. identify the theme of the poem Alternative Media: 2. Short argument: Does of a Dream Deferred” and provide evidence from the “Harlem: A Dream Deferred” or Nike accurately embrace the Langston Hughes text to support the theme. “Montage of a Dream Deferred” theme of “Harlem: A Dream (RL.2) Langston Hughes Deferred” or “Montage of a Whole group discussion http://www.poetryfoundation.org/p Dream Deferred” Langston write an evaluation of Nike’s oems-and-poets/poems/detail/46548 Hughes Watch and respond to interpretation of the poem to Nike ad for “Harlem: A Dream commercial determine if the commercial Deferred” supports the theme.(RL.7, W.1) https://www.youtube.com/watch? Individual writing: Does v=QrfLQpN2gZs Nike accurately embrace the theme of “Harlem: A Instruction: Dream Deferred” or Go over the TPS-FASTT method of “Montage of a Dream analyzing poetry (make a PowerPoint Deferred” Langston for a visual) Hughes?

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. ELA, Office of Curriculum Development© Page 1 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century

Review the theme of the poem then watch Nike commercial to determine if the commercial supports the theme of the poem.

2 Where is the Students will be able to: Extended/Short Texts: Formative Assessments: Computer research dream draw evidence from electronic “Harlem: A Dream Deferred,” or 1.Timeline of the life of deferred? resources to examine “Montage of a Dream Deferred” Representative John Lewis Gallery Walk of Representative John Lewis’s Langston Hughes 2. Annotation of timeline contribution to American “Reflections on a Dream history and culture. (W.9, SL.4) Electronic Resources and Deferred,” Representative Close Alternative Media: John Lewis reading/Annotation analyze “Reflections on a Teaching Tolerance: Lessons We Can strategies Dream Deferred” by Learn Representative John Lewis for http://www.tolerance.org/toolkit/less Summative Assessments: Small to whole group central idea.(RI.2) ons-we-can-learn Assign one of the prompts or discussion “Reflections on a Dream Deferred,” allow students to choose one write an argument supporting or Representative John Lewis of these two prompts. Argumentative refuting Representative Lewis’ http://www.tolerance.org/magazine/n Essay/letter using position. (W.1) umber-33-spring- 1. Rep. Lewis feels as though annotated text, poem, 2008/feature/reflections-dream- "the dream of Martin Luther and personal experience deferred King, Jr. still has not been as evidence Instruction: realized." What was Dr. This module is adapted from King's dream? Do you agree Teaching Tolerance: Lessons We Can with Congressman Lewis' Learn from the Southern Poverty statement? If Dr. King were Law Center. Most resources come alive today, how do you from the links in the electronic think he would feel about our resources section. progress or lack thereof?

ELA, Office of Curriculum Development© Page 2 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century COW or Computer Lab 2. Take the "final analysis" described by U.S. Rep. John Students work in pairs to research Lewis in the last paragraph Representative John Lewis. Create a of his essay as a challenge. timeline of his life paying particular Write Rep. Lewis a letter — attention to his contribution to the a direct response to his Civil Rights Movement. Gallery walk challenge — explaining what of the timeline. you can do as a young person, as a class, or in the Close reading/annotation of future when you're an adult, “Reflections on a Dream Deferred,” to bring us closer to by Representative John Lewis achieving Dr. King's dream.

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

3. Family Students will be able to: Extended/Short Texts: Formative Assessment: small group Dynamics: A Raisin in the Sun, Lorraine Small group discussion/presentation What would work in groups to present the Hansberry discussion/presentation of your family do? decisions of their family to the pre-reading activity Short response writing class in a logical manner Instruction: This module recognizing the potential for Put students in groups of four or five. Summative Assessment: Read aloud includes different outcomes. (SL.4) This group is their family. Give the Response to bonus question attachments. pre-reading activity. (save responses for a future Whole group discussion

ELA, Office of Curriculum Development© Page 3 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century read as a class A Raisin in the activity) of theme Sun act I, scene I to evaluate Each group shares with the class the how the characters develop, outcome of their discussion and why Individual creation of interact, and begin to develop a their choice was better than the character and theme theme. (RL.2) others. chart based on whole group discussion 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.

ELA, Office of Curriculum Development© Page 4 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century 4. The meaning Students will be able to: Extended/Short Texts: Formative Assessments: Notes on Portmanteau of words, a identify and explain how A Raisin in the Sun, Lorraine Portmanteau word charts words close portmanteau words nuance a Hansberry Make Your Own Study examination of characters speech and engage “Harlem: A Dream Deferred,” or Guide Group word—small word use in the audience (RL.4 and L.5) “Montage of a Dream Deferred” group to whole group Raisin in the Langston Hughes Summative Assessments: discussion Sun develop questions that require Written responses to the responses with strong textual Instruction: Make Your Own Study Small group reading This module evidence to support the analysis Define portmanteau words and give Guide includes of act1, scene 2. (RL.1) an example from Raisin in the Sun. Writing DOK 2 and 3 attachments. This activity also serves as a review questions for response of act 1, scene 1. and discussion

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

ELA, Office of Curriculum Development© Page 5 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century 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.

5. Module Title Students will be able to: Extended/Short Texts: Formative Assessments: Independent written write a reflective analysis of A Raisin in the Sun, Lorraine Writing about Larraine refection This module Act 1 using evidence form the Hansberry Hansberry’s history and includes text to support your “Harlem: A Dream Deferred,” or motivation for writing this Exit ticket attachments. conclusions. (RL.1 and W.9) “Montage of a Dream Deferred” play Langston Hughes investigate the author’s personal Summative Assessments: history and the play’s Electronic Resources and Guided reflection on Act 1 connection to the Civil Right Alternative Media: movement. (RI.7) “Reflections on a Dream Deferred,” Representative John Lewis http://www.tolerance.org/magazine/n

ELA, Office of Curriculum Development© Page 6 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century umber-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? 6. Act II, what Students will be able to: Extended/Short Texts: Formative Assessments: Homework will the read act II, scene I A Raisin in the Sun, Lorraine Responses to study questions Younger family independently and respond to Hansberry over Act II Whole group and small do? questions. (RL.1) Student continue to add group read aloud. Instruction: information to their character This module read the remainder of act II in Assign Act II, scene I as homework charts includes whole and small groups and with study questions. Students

ELA, Office of Curriculum Development© Page 7 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century attachments. respond to questions (RL.1) 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 7. Module Title Students will be able to: Extended/Short Texts: Formative Assessments: Collaborative perform Act III of the play and A Raisin in the Sun, Lorraine Performance of Act III performance This module demonstrate their understanding Hansberry includes of the characters and stage attachments. directions (SL.4) 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

ELA, Office of Curriculum Development© Page 8 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century set up the groups.

At the end of the performance, ask students why the characters behave the way they do?

8. What Students will be able to: Extended/Short Texts: Formative Assessments: Notes on using claim, happened to the write an argumentative essay A Raisin in the Sun, Lorraine Pre-writing activities warrant, reason, dream using claim, warrant, reason, Hansberry evidence, and deferred? evidence, and counterclaim to “Harlem: A Dream Deferred,” or Summative Assessments: counterclaim respond to a prompt (W.1) “Montage of a Dream Deferred” Argumentative Essay in This module Langston Hughes MLA format The pre-writing includes activities the teacher attachments. Electronic Resources and AKO School City deems appropriate to the Alternative Media: Assessment prompt(s). “Reflections on a Dream Deferred,” Representative John Lewis Word processing for http://www.tolerance.org/magazine/n publication umber-33-spring- 2008/feature/reflections-dream- deferred MLA format https://owl.english.purdue.edu/owl/re source/747/01/

Instruction: Review the writing process and claim, warrant reason. If students are ready, introduce counterclaims.

ELA, Office of Curriculum Development© Page 9 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century 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.

9. A Students will be able to: Extended/Short Texts: Formative Assessments: Watch a film for details contemporary analyze how the movie version A Raisin in the Sun, Lorraine Response to questions on that connect to the play. take on Raisin of the play interprets the source Hansberry movie in the Sun text (RL.7) Electronic Resources and Summative Assessments: Alternative Media: Critique of the film. 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

ELA, Office of Curriculum Development© Page 10 of 11 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. ELA Unit-at-a-Glance Grade 11, Quarter 2, 3-5 Weeks Achieving the Dream Deferred: Poetry and Drama in the 20th Century 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.

ELA, Office of Curriculum Development© Page 11 of 11 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.