Teaching Plan-Raisin in The Sun

Learning Lifes Lessons through Literature - ELA High School Unit Macomb ISD
Unit 10.4 Harlem Renaissance and Post WWII American Drama: Teaching Plan
Go confidently in the direction of your dreams. Henry David Thoreau
Introduction
The teaching plans that follow for High School Thematic Unit 10.4 Harlem Renaissance and
Post World War II American Drama: A Raisin in the Sun were designed and written by
Michigan educators to meet the English Language Arts High School Content Expectations. The
plan is meant as a model or example of how teachers might help students meet the Michigan
Merit Curriculum Course Credit Requirements for Grade 10. Coding in the left column of each
page of the plan refers to the English Language Arts High School Expectations (4/06).
The selections in this unit include:
The Seven Habits of Highly Effective Teens, Sean Covey, 1998, Franklin Covey
(Informational/Self-Help) (S/T 7 or 8 copies should be available for use in the jigsaw.)
A Raisin In the Sun, Lorraine Hansberry, 1958, Vintage (Drama) (S)
Story Tech Technique
(http://education.unm.edu/EdPA/People/Harkins.html )
A Psalm of Life Henry Wadsworth Longfellow (Poetry) (A)
Oh, the Places Youll Go! Dr. Seuss, 1990, Random House (Poetry) (T)
A Dream Deferred and Dreams Langston Hughes(Poetry) (A)
Walden, Henry David Thoreau, excerpt: paragraph 5 from Conclusion at
http://thoreau.eserver.org/walden00.html (A)
What is the American Dream?
http://memory.loc.gov/ammem/ndlpedu/lessons/97/dream/thedream.html (A)
Wikipedia on the American Dream, http://en.wikipedia.org/wiki/American_Dream (A)
Who Wants to Be a Millionaire
http://www.americansc.org.uk/Online/American_Dream.htm (A)
This I Believe, Jay Allison and Dan Gediman, Editors, 2006, Henry Holt
www.thisibelieve.org (A)
Lorraine Hansberry Biography Information
(http://voices.cla.umn.edu/vg/Bios/hansberry-larraine.htm (and A)
Langston Hughes Biography Information (www.americaslibrary.gov/cgibin/page.cgi/aa/hughes (and A)
Dr. Seuss and Mr. Geisel: A Biography Judith and Neal Morgan, 1995, Random House
(Biography) (T)
Our Greatest Fear Marrianne Williamson (Poetry) (A)
Hope is a thing with feathers Emily Dickinson (Poetry) (A)
Sympathy Paul Laurence Dunbar(Poetry) (A)
Self Reliance Ralph Waldo Emerson (Essay) (A)
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ELA HS Unit 10.4 - A Raisin in the Sun - Teaching Plan
Macomb ISD 2007
Two Kinds (excerpt from The Joy Luck Club) Amy Tan, 1989 , Vintage House, (Novel)
(A)
I Am Not My Hair and Theres Hope by India Aire, 2006 Motown Records, Testimony
Vol. I Life and Relationships (http://umrg.com/artist.aspx?aid=426)/
(http://music.aol.com/artist/indiaarie/475170/main) (A)
Links for Life=Risk
Life=Risk video
http://www.bluefishtv.com/ProductDetails.aspx?cid=1005&id=1378&f=s1m&cc=&csc=
&ldr=&s=famous%20failures
http://vnweb.hwwilsonweb.com/hww/shared/shared_main.jhtml?_requestid=79541
www.history.com
http://web.mel.org/SPT--BrowseResourcesNewMeL.php
Below is a subscription site to Grolier online, ask you librarian for a password.
http://auth.grolier.com/static/invalid_login.html
Below is the link to the Internet Public Library.
http://www.ipl.org/
http://www.biography.com/
Links for Raisins to Reality
www.remax.com
http://www.bloomberg.com/invest/calculators/mortgage.html
http://www.realliving.com/RC/Buyer/PotentialAdditionalCosts.aspx
http://smallbusiness.yahoo.com/r-article-a-2315-m-1-sc-8how_much_does_it_really_cost_to_start_a_franchise- i
http://www.chicagoeducation.com/?WT.srch=1&WT.mc_n=edu_google_chicago_re_chi
edu_200609
www.careercrusing.com
http://www.4woman.gov/faq/prenatal.htm
http://www.aap.org/research/pedmedcostmodel.cfm
http://www.extension.umn.edu/distribution/businessmanagement/DF5899.html
http://www.womenshealth.gov/faq/prenatal.htm#b
http://www.guidetohealthinsurance.org/HIWHY.HTM
http://www.nutritionexplorations.org/educators/whyteach.asp
T = One copy needed for teacher read aloud
S = Provide a copy for each student
A= In unit Appendix
A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading.
Many activities are included which help teachers and students become increasingly more
proficient in oral reading for an audience. The inclusion of the readers theater, choral reading
and paired reading are intentional; it is expected that time will be spent practicing and perfecting
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oral reading skills. Students need opportunities to read text like the author intended it to be read.
They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so
they can read with proper intonation, pace, and emphasis. Students should also hear oral reading
only when it has been practiced and reflects the authors message. For all of these reasons,
teachers and students should practice reading any text before reading to an audience. Cold reads
for either students or teachers are not appropriate.
These plans were written by a group of grade level educators who all know that as teachers we
take lesson plans like these and add our own special touches to make them better and better
suited to our students. The reading selections and writing assignments were chosen by grade
level educators for their appeal to students interests. The times given are suggestions, as is
everything else in these lesson plans.
In accordance with the Michigan Merit Curriculum, the educators who have contributed to these
units have as their goal engaging and effective units of instruction which include:
appropriate content expectations
student goal setting and monitoring of progress
a focus on big ideas that have great transfer value
focus and essential questions that stimulate inquiry and connections
valid and relevant skills and processes
purposeful real-world applications
relevant learning experiences
varied and flexible instruction for diverse learners
research-based instructional strategies
explicit and systematic instruction
adequate teacher modeling and guided practice
review and application of new knowledge
opportunities for revision of work based on feedback
student evaluation of units
culminating celebrations
Instruction must be relevant to todays rapidly changing world and must spark student interest
through engaging texts and activities, as well as, real- world learning experiences. The over-all
goal of the units is:
Students will develop effective communication and literacy skills through rigorous
and relevant units of instruction and engaging learning experiences by focusing on
four key dispositions:
o Inter-Relationships and Self-Reliance
o Critical Response and Stance
o Transformational Thinking
o Leadership Qualities
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The Michigan Merit Curriculum features essential questions to accompany each of these four
key dispositions. Each unit features some or all of the essential questions for the featured
disposition as each essential question relates to the unit selections. The plan was developed to
take advantage of what each unit text offers for meeting the Michigan English Language Arts
High School Content Expectations, including opportunities for direct instruction of text
characteristics and features, reading and writing strategies, and on- going literacy development
including vocabulary and grammar.
Permission is granted only to teachers in the district purchasing these documents to reproduce
pages from this teaching plan and appendix for classroom use.
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Day 1
Speaking/
Listening
(35 minutes)
CE1.2.1, 1.2.2,
1.2.3, 1.3.1, 1.3.2,
4.1.1, 4.1.4, 4.1.5,
2.2.2, 3.2.4
Note to Teachers: The disposition for 10th Grade from Michigan Merit
Curriculum is "Critical Response and Stance." As you teach this unit, please keep
this disposition in mind. We want students to take a critical (characterized by
careful analysis and judgment) stance (a selective attitude about what is to be
retained from reading, etc.). We want students to become critics - "who form and
express judgments of people or things according to certain standards or values."
(Webster's New World Dictionary, Prentice Hall, 1991). In this unit we ask
students to judge the actions of characters in a play (A Raisin in the Sun) and also
reflect on their own journey toward their life dreams/vision using a number of
lenses:
The Seven Habits of Highly Effective Teens by Sean Covey

The American Dream as defined in a number of sources.
Introduce this unit by telling students that together you will be talking, reading
and writing about characters in a play and authors of poetry, articles and essays
who have dreams for their lives. These characters/authors spend their lives
trying to realize their dreams. At times its just the dream itself that gives meaning
to their lives, whether or not the dream is fulfilled. You will also be sharing
information from a selfhelp book on how to realize dreams and life goals and
sharing information on what you believe is or will be most important in your life.
Note to Teachers: Using a technique called StoryTech from Arthur Harkens
(http://education.unm.edu/EdPA/People/Harkins.html ) would position students to
think about their dreams/vision for their futures. In StoryTech, you present a
future scenario to students (See below and Appendix #1.) and ask them to place
themselves in the future and respond to the scenario briefly:
Its (todays date ten years hence, e.g. March 5, 2017). You have come to
your old favorite pizza place in your home town for a planned reunion
with a few of your friends from high school. Ten years ago you and these
close friends you are about to meet again were having a serious discussion
about your individual dreams or vision for your future. The discussion
was so good that you agreed to meet at this location in ten years to check
with each other on your progress toward realizing your dreams/vision.
You are early and have time to reflect and write some notes to share with
your friends who will be arriving soon. Reflect on your progress in your
journey toward realizing your dreams/vision and on the positive steps you
have taken toward your goal. Jot down some notes to share with your
friends when they arrive:
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First describe: (2 minutes)
what you look like,
what you are wearing,
where you are, and
the way you are feeling.
Now, write about: (10-15 minutes)
your progress toward realizing the dreams/vision you talked about
ten years ago. What have you accomplished?
Encourage students to place themselves firmly in the future; the first 2- minute
segment of writing usually accomplishes this, but you might model for them by
talking about physical changes like losing or gaining weight, etc. Make this
activity brief - this is just brainstorming for the discussion and writing to follow.
CE2.2.2, 2.3.3,
2.3.6, 2.3.1
To get students thinking practically about how to realize their dreams for the
futures they have just envisioned, have them complete the survey: THINGS TO
THINK ABOUT FOR YOUR FUTURE. (See Appendix #2a-b.) Engage
students in a discussion around the following: We all have dreams for our future,
for example, the vision of what our individual futures will be like in ten years; we
also have today how things are now in our lives. It is important that we make
links between what were doing today and the dreams or vision we have for our
future. This survey could serve as a first step in creating that link. (NOTE: This
may well be a point you may want to emphasize, as it may be the critical piece
missing in so many teen lives.)
Ask students to think about the future they envisioned and the survey they have
just completed as they respond to the following writing prompt. You might begin
with something like, Is there something you want or plan to do with your life?
Do you have dreams/visions, maybe like:
further education trade school, college, armed services,
marriage and children,
owning you own home and/or business,
having a great job and earning enough money to lead a comfortable life,
making it big in the world of sports or entertainment,
making a difference in the world, and/or
becoming the kind of person you want to be.
Discuss with students what they might have to do to realize their dreams and what
they might choose not to do (self-defeating behaviors) because doing so might
ruin their chances to realize their dreams/visions. Their responses might include
some or all of the following:
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What to do
doing well in school so you can get a high school education
getting job experience
researching what you would need to learn to get the job of your choice
reading about people who have led the kind of life youd like to lead
how did they manage to keep their lives on track?
What not to do
blowing off educational or job-related opportunities
getting involved with people with negative attitudes or self-defeating
behaviors
Writing
(20 minutes)
CE1.1.1-1.1.8
Have students write about their dreams for their lives. (See Appendix #3.)
Directions
Dreams are important in peoples lives. Walt Disney said that if you can dream it
you can do it. Dreams can be like beacons leading a person on the journey of
life. Dreams can give people a reason to live and lend meaning to life. Dreams
can be about relationships, a future occupation, and/or future life goals.
Write about the theme: My Dream for My Life
Do one of the following:
Describe your dream for your life and tell how you plan to realize your dream.
OR
Tell how a person you admire has worked to realize his/her dream.
OR
Persuade the reader that having a dream and working toward that dream are
important in life.
OR
Write about the theme in your own way.
Use examples from real life, from what you have read or watched, or from your
imagination. Your writing will be read by interested adults.
Use the paper provided for notes, freewriting, outlining, clustering, or writing
your rough draft. If you need to make a correction, cross out the error and write
the correction above or next to it.
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You should give careful thought to revision (rethinking ideas) and proofreading
(correcting spelling, capitalization, and punctuation). Use the checklist and rubric
to help improve your writing.
(Optional: You may use a dictionary, thesaurus, spelling book and/or grammar
book.)
CE 1.1.1
CE1.1.2
Remind students that when we write, we go through steps known as the writing
process:
Brainstorming
Brainstorming is thinking and talking about the topic or theme of the
writing and relating it to your own personal life. Brainstorming is asking
questions like: What is my dream for my future? How do I plan to
realize my dream? What specific steps will I have to take to get what I
want in life? How should I organize my writing? (outline, list, graphic
organizer and/or sequencing by chronology or by importance)
CE1.1.3, 1.1.4,
1.2.3, 1.3.1
Drafting
Drafting is getting ideas down on paper and trying to organize them.
Drafting is asking questions like: How will I start my writing to get my
reader to want to read it? What details, examples, anecdotes, and/or
explanations should I write to show my reader what my dream for my
future is and how I plan to accomplish my goals? How shall I end my
writing?
CE1.1.5, 1.1.6,
1.1.7, 4.1.1
Revising
Revising is the real work of writing and begins when the writer makes sure
that the writing has everything it should have, that it will appeal to the
reader (audience) and tell or prove what it is supposed to do (accomplish
the purpose). Revising is asking questions like: Will my reader
(audience) know what my point (purpose) is? Is my point or central idea
clear and connected to the theme or topic? Have I given important and
relevant details, examples, and/or anecdotes to support my point? Is my
writing well organized with a beginning that makes my audience want to
read on, a middle that makes and supports my point, and an end that
satisfies my audience? Have I used interesting words and a variety of
sentence lengths and types to engage my reader?
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CE1.1.8, 4.1.1
Proofreading and Editing
Proofreading and editing mean making sure that the audience can read and
understand the words and the point. Proofreading and editing involves
asking questions like: Have I checked and corrected my spelling,
punctuation, and capitalization to help my audience understand what I
have written? Have I read my work to a friend or myself to make sure it
sounds good? Have I looked my writing over to make sure that its neat
and it invites my audience to read it?
Publishing
Publishing is putting writing in its final form for an audience. Publishing
involves asking: Is my final copy just the way I want my audience to see
it?
As you guide students through each step of the writing process, remind them of
the steps and the questions to ask.
If time permits in this session and students have had enough brainstorming time,
have students begin their drafts. Go over the writing prompt (See Appendix #3.)
emphasizing the introduction and emphasizing that after brainstorming, students
should choose one part of the prompt to write to. Encourage students to make
notes on the prompt page and circle or underline the part of the prompt they have
chosen. Students will continue drafting during writing time.
Circulate and encourage students as they draft.
You might have students finish the draft as homework.
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Day 2
Speaking/
Listening
(25 minutes)
CE1.1.7, 1.3.7
Students may need to continue to work on their drafts.

Give students the opportunity to peer-edit their My Dream for My Life papers
with a partner. Set this activity up by briefly modeling with a student a procedure
for peer-editing: Each partner will read aloud his/her draft to the other who will
listen carefully thinking of the following questions (See Appendix #4.):
Is the central idea or point of the writing clear?

Is the central idea or point supported by important and relevant details,
examples, and/or anecdotes?
Does the writing begin with an interesting and engaging lead, continue with a
middle that supports and develops the point, and conclude with an ending that
summarizes the point?
Is the writing interesting with engaging words and different sentence lengths
and types?
What do I as the listener, think is good about the writing?
Do I have questions and/or suggestions for the writer?
Have the student read aloud his/her draft, then model posing the above questions
and answering them with the student. Then tell students that the other student
would read his/her writing aloud and the process will repeat. Give students the
opportunity to peer-edit in partners for the remainder of the time. Tell them they
will have more time in the next session.
Writing
(30 minutes)
CE1.1.5, 1.1.6,
1.1.7, 4.1.1, 1.1.8,
4.1.5, 2.3.8
Students who have successfully finished peer-editing, should make revision

changes to drafts and edit and proofread. Have students use the rubric (See
Appendix #5.) and the checklist: Review of Writing: Publishing Final Copy.
(See Appendix #6.)
During this session students should make a final copy and proofread again using
the Review of Writing Checklist. (See Appendix #6.)
CE1.2.4, 1.1.5,
2.3.2, 2.3.5, 2.3.6,
2.3.7
Reflecting on Reading and Writing: An important goal of this unit is for

students to reflect on their growth as readers and writers. As readers, listeners and
viewers, students should be encouraged to engage in self-assessment while
monitoring their comprehension and using a variety of strategies to overcome
difficulties when constructing and conveying meaning. Students should be
encouraged to keep a log of what they read and view independently based on their
own interests. Provide opportunities for students to participate and reflect on their
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participation in book talks, literature circles and film clubs. Also, have students
start keeping a portfolio or collection of the writing they do during this unit by
including the writing to this prompt in their portfolio. They should keep all
writing Quick Writes, answers to Focus Questions, Think-Write-Pair-Share
notes. etc. so that they can periodically look over their writing to assess
strengths, weaknesses and development as a writer.
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Days 3 and 4
Reading/
Speaking/
Listening
(55 minutes x 2)
CE2.1.1, 2.1.2,
2.1.4
Introduce the rest of the unit by saying something like, You have just written
about your dreams for your life. Youll now be reading and discussing selections
from a book that will help you realize your dreams and become a happy and
successful adult. The book is The Seven Habits of Highly Effective Teens by Sean
Covey. We will read and discuss a Henry Wadsworth Longfellow poem that
encourages the reader to Just Do It go out and pursue your dream. (Optional:
We will be sharing Oh, the Places Youll Go! by Dr. Seuss. This book is in poetic
form and is also on the subject of reaching ones dreams.) Finally, we will be
reading and sharing Lorraine Hansberry s play, A Raisin In the Sun, in which
characters lives are driven by their dreams.
CE3.1.8, 3.1.9
NOTE TO TEACHERS: You will now be sharing linking text(s) with students.
The linking text or texts reflect one or more of the characteristics below and lead
to the identified disposition of the unit Realizing The American Dream:
discrepant text that results in seeing the big idea from a totally different
perspective,
different genre or medium that mirrors the theme or big idea of the anchor
text in another form.
supporting text that extends or embellishes the big ideas or themes in the
anchor text, and/or
text connected to the anchor text at an abstract level.
After students have reflected on and written from their own perspective about
dreams/visions, they will further explore the themes and essential questions of the
unit through reading, discussing and reflecting on supporting text that extends or
embellishes the big ideas or themes in the anchor text. The goal of using
supporting text is to help students better understand the themes and essential
questions of the unit. The excerpt from The Seven Habits of Highly Effective
Teens by Sean Covey will give students guiding principles for realizing their
dreams/visions. Before sharing with students on The Seven Habits of Highly
Effective Teens by Sean Covey, briefly review with them what they might expect
from the genre, informational text. You might use the following definition:
The main function of expository text is to present the reader information
about theories, predictions, persons, facts, dates, specifications,
generalizations, limitations, and conclusions. (Michael F. Graves and
Wayne H. Slater. Research on Expository Text: Implications for
Teachers in Childrens Comprehension of Text, K. Denise Muth, editor,
IRA, 1989.)
CE3.2.1
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and elements :
gives information,
gives necessary explanations to understand the information,
shows what is and is not important, and
often uses narrative(story) elements to make it interesting.
You might use Appendix #9a-b to review informational text. Students would
benefit from recording information on the student bookmarks as they read
CE2.1.1
informational text. (See Appendix #9b.)
Jigsaw with The Seven Habits of Highly Effective Teens, Sean Covey: You and
your students will be spending the next two days reading, sharing and thinking
about The Seven Habits of Highly Effective Teens by Sean Covey through a
process called jigsawing that encourages a group students to become experts on
one section of text then share their expertise with the rest of the group so that all
comprehend the text. You will be dividing your class into seven groups - one for
each habit of highly effective teens. You will be modeling the process by sharing
the introduction, The Personal Bank Account with students.
Teacher reads aloud The Personal Bank Account pp. 31-46, from The Seven
Habits of Highly Effective Teens by Sean Covey.
Focus for Listening:
Try to understand the advice the author is giving from the examples he uses:
Inside Out (changing from the inside out)
The Personal Bank Account (how one feels about ones self):
o Keep Promises to Yourself (Keep commitments to yourself.)
o Do Small Acts of Kindness (In small ways, be nice to others, even
those you may not know well.)
o Be Gentle with Yourself (Be patient with yourself. Learn to love
yourself.)
o Be Honest (Honesty builds strength, especially when you are
honest when others are not being honest.)
o Renew Yourself (Renew yourself by finding a special place,
exercising, journaling, etc.)
o Tap Into Your Talents (Find your talent, a hobby or a special
interest.)
Either by stopping as you read or discussing after reading, go through the content
of the chapter. Use the words in parenthesis in Focus for Listening above if you
find them helpful. You might wish to try the activities suggested on pages 45-46.
Then follow the directions below for the jigsaw activity: (See Appendix #7a.)
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7 HABITS JIGSAW
Purpose: This Jigsaw is designed for groups to produce a poster board with a
working definition and illustrated symbol for an assigned habit in order
to learn, synthesize, and share with the class the characteristics of that
habit. The Poster design will allow room for sticky note additions of
examples from text and life during the course of the unit.
Supplies: 7 White or Cream Poster Boards
Colored Markers
Scissors
Sticky Tack or 2-Sided Tape
Lesson:
1. Break class into 7 groups
2. Students read, discuss, and synthesize a working definition of their
assigned habit.
3. Students design a symbol for their assigned habit. (Remind them
of familiar logos.)
4. Students put definition and symbol on ? of the poster board.
5. Have students cut the definition and symbol edge of the poster board in
order to provide visual interest. (Optional)
6. Groups report out to class using their definition/symbol poster to teach
their assigned habit.
7. Poster boards are mounted to wall to act as a dialog wall for this unit.
Examples:
Habit 1 Definition Do something positive to ready yourself to accomplish
your goal. (NOTE: Clarify the distinction between
making choices based on values and simply reacting
emotionally to situations.)
Habit 1 Symbol Silhouetted head in front of a computer screen
with job description visible
Habit 2 Definition Figure out what your life goals are.
Habit 3 Definition Plan an order of importance and start at the beginning.
Habit 4 Definition Be positive that everyone can achieve a goal even when
the goals are in conflict.
Habit 5 Definition Make sure you understand what people tell you.
Habit 6 Definition There is power in numbers. Accept others help.
Habit 7 Definition Take care of yourself regularly.
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Note to the Teacher: The posters the students have created will become Data
Walls (See Appendix #8.) that will be used throughout the unit to keep track of
the characters (from A Raisin in the Sun) use or failure to use the 7 Habits to
reach their dreams. The symbol creation will help the students who create the
symbol to solidify their understanding, but the other students may need more help
in internalizing the Habits. The power of story could help. You might ask the
students to relate a story/example that Covey shares and explain why they think it
serves to explain the habit? Or students might come up with a story of their own
as an example. (The danger there would be that the teacher needs to check the
stories/examples carefully in advance so that the students are not directed down
the wrong path by a misinterpretation from other students. Part of the success of
the 7 Habits section depends on students understanding of the habits, so getting
as deep and as correct an understanding conveyed as possible is important.) To
check for understanding, ask for a 1-2 sentence written explanation from
each student for each habit. If some or all students do not show understanding
of a Habit, it will be necessary to clarify until all students understand all Habits.
CE3.2.4, 2.1.11,
2.1.4, 2.1.2, 3.4.2,
2.1.5, 2.1.6
Before students share their group work, remind them of the importance of being
attentive and civil, gaining the floor politely, posing appropriate questions, and
tolerating difference of opinion and lack of consensus and remind them how they
might enhance their own listening comprehension: (See Appendix #7b.)
monitor message for clarity and understanding,
ask relevant questions,
provide verbal and nonverbal feedback,
notice cues such as change of pace and emphasis that indicate a new point
is about to be made, and
take notes to organize essential information.
Optional : As time permits after presentations and discussion, use Appendix
#9a-b to introduce or review with students, the genre, Informational Text (Selfhelp) using The Seven Habits of Highly Effective Teens by Sean Covey as an
example:
Genre: Informational Text
Informational text gives factual information on a specific topic or event. Self- help
books, as the name implies, give advice meant to improve a persons quality of
life.
Definition:
Informational text is designed primarily to explain, argue or describe
rather than to entertain. (from Harris, et al. The Literacy Dictionary, IRA,
1995)
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IRA, 1989.)
Purpose:
To acquire information
To satisfy curiosity
To understand our world more fully
To understand new concepts and expand vocabulary
To make connections to our lives and learning
To write good nonfiction
To have fun
(from Stephanie Harvey. Nonfiction Matters, Stenhouse, 1998)
Form and Features:
Informational text uses a number of forms of organization including:
Sequence of events
Description by categories
Process description
Comparison/contrast
Problem and solution
Cause and effect
Informational text
gives information,
(from Barbara Reed and Elaine Weber. Expository Text: What Is A Teacher To
Do? ABC Publishing, 1990.)
Informational text may have some or all of the following features:
Table of contents and index
Photographs and realistic, accurate illustrations
Captions to describe photographs, illustrations, etc.
Maps and diagrams
Glossary (words with definitions)
Footnotes
Bibliographies
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Ask students how they think The Seven Habits of Highly Effective Teens by Sean
Covey fits into the category of Informational Text/Self- Help. Have a discussion;
you might include:
The Seven Habits of Highly Effective Teens by Sean Covey is written to be

the ultimate teenage success guide.
The book describes, explains, and gives examples of how teenagers might
become successful.
It gives information and satisfies our curiosity. Readers who purchased the
book would want to know how they might use the advice in the book to
become successful.
The selection is organized by cause/effect how to reach the goal of being
successful.
The selection includes a table of contents and index, realistic and
humorous illustrations, diagrams and tables, an appendix, and a
bibliography.
Note: This lesson could also be presented as a think aloud (See Appendix #10.)
using the above. OR This lesson could also be presented as a think-pair-share
activity (See Appendix #13.), asking students paired from two different habit
groups to identify aspects of the text that fit the characteristics of the genre. Then
the class discussion could draw the ideas together.
CE3.1.1, 3.2.1,
3.2.2, 3.3.1, 3.3.3
As time permits, read and discuss the following Longfellow poem (that
encourages the reader to Just Do It go out and pursue your dream.) (See
Appendix #11.)
Focus for Listening/Reading: What is Longfellows message? How does he get
across his message? What does Longfellow suggest about how to approach our
lives?
Henry Wadsworth Longfellow (1807-1882)

A PSALM OF LIFE
WHAT THE HEART OF THE YOUNG MAN
SAID TO THE PSALMIST
TELL me not, in mournful numbers,

Life is but an empty dream!
For the soul is dead that slumbers,
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And things are not what they seem.
Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world's broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!
Trust no Futur e, howe'er pleasant!
Let the dead Past bury its dead!
Act, act in the living Present!
Heart within, and God o'erhead!
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time ;
Footprints, that perhaps another,
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
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With students, discuss the Focus for Reading/Listening questions above: What is
CE3.2.4, 3.2,
Longfellows message? (Maybe, dont just sit around and wait to win the lottery,
3.2.2, 3.1.1, 3.3.6 do something positive to realize your dreams/vision Just do it!!!!) How does
he get across his message? Longfellow advises us to act, to do something with
our livesnot just sit around aching for that empty dream (the lottery that we
never eve n enter), accumulating years until we dieadding up mournful
numbers. We need to do something with our lives, especially since our heartbeats
carry us ever onward toward our deaths (beating funeral marches toward the
grave). He suggests that we need to do more than sit back and passively accept
the direction of others like dumb, driven cattle. If we do, we can elevate our
lives, raise them up out of the commonplace. To act, no matter what the result
(with a heart for any fate) leads to accomplishments that downhearted people
coming after us might use as inspiration (take heart again).
Use Appendix #12 to help students analyze the message of the poem. OR Use
Appendix #12 to help students analyze the message of the poem employing the
following procedure:
Level 1: What is the poet actually saying here? (Restate in your own
words.) This level is simply using the students words to say the same
thing that the poet says.
Level 2: What does that mean? (Explain the poets meaning within the
poem.) This level is still within the poem, talking about the people in the
poem, using their names.
Level 3: What might the poet be suggesting about the world beyond the
poem? This level uses terms such as mankind or people.
Return to the poem when you introduce The American Dream, and ask students to
reflect again on Longfellows message.
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Reading/
Speaking/
Listening/
Writing
(55 minutes x 2)
CE2.1.1, 2.2.2,
2.1.7, 2.1.12,
2.2.3, 3.2.1, 3.2.4
Optional Day(s)
Tell students that you are now going to read a book in poetic form by an author
they will probably recognize, Dr. Seuss. This book, Oh, the Places Youll Go!, is
also about the importance of dreams to a persons success and happiness in life.
Focus for Listening: Listen for the advice Dr. Seuss is giving for a happy and
successful life.
Read Oh, the Places Youll Go! by Dr. Seuss aloud with expression, stopping to
show the illustrations.
After reading aloud Oh, the Places Youll Go!, ask students for their reactions to
the book. Have a discus sion of the advice given by Dr. Seuss. The discussion
might include:
You know what you want and can decide where youll go.
Youll decide the best place(s) to go.
Youll see great sights and go places fast.
Even if you are confused and in a bad place, somehow youll get out of
bad situations.
Youll be successful because you have it in you to be famous.
Youll solve your problems.
Youll balance your life.
Youll move mountains!
And sometimes you wont. (Its important to acknowledge the lumps and
bumps along the waythe down times. Sometimes succeeding is simply
a result of having gotten up one more time to try, rather than letting a
problem defeat us. This might be a place to talk about people who
persisted despite failures and thus succeededlike Abraham Lincoln.)
Model how someone might go through Oh, the Places Youll Go! by Dr. Seuss
using strategies from Strategies That Work by Stephanie Harvey and Ann
Goudvis. (See Appendix #10 for Think Aloud procedure.)
You might say something like: As we go through the unit, we will be learning
and using the strategies good readers use. Probably you use many of these
strategies, sometimes even without thinking about it, but we will pay attention and
talk about them often. These strategies include:
asking questions
visualizing
determining importance
synthesizing
inferring
making connections
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I will explain each of these strategies and show how I would use the strategies as I
read or listen to and view Oh, the Places Youll Go! by Dr. Seuss:
Asking questions means stopping while reading to ask questions like, What
will happen next? or Why did that person do that? I wondered, Why Dr.
Seuss might write a book like this? By reading the blurb on the inside of the
book jacket, I found out that it was written as a graduation speech.
Visualizing means to make pictures in your mind about whats going on in the
story so you can understand the story better. Before I opened the book, I was
saying to myself, I can see in my mind what the illustrations will be like
because Ive read so many of Dr. Seusss books in the past.
Making connections means putting things together from what I know, other
stories I have read and/or what I have experienced and know about the world,
to help me understand what I read better. I said to myself, Ive been to
graduations before, and I have heard a lot of speeches, but I would have
enjoyed hearing that nice short rhyming speech.
Determining importance is asking what is most important in a story as opposed
to the details. I might ask myself, What are the three most important pieces of
advice in the speech? I would reply,
- You have it in you to be successful.
- You can solve your problems, even the difficult ones.
- You can balance your life and be successful.
Inferring means reading between the lines or filling in ideas and meaning that
the author leaves out. It is using what you know to figure out what the author
does not come right out and tell you. I think that Dr. Seuss has been to
graduations as I have and has been bored by the speeches. I think he wrote this
to give the advice and support that should be given to all graduates.
Synthesizing means combining new ideas from what I have read with what I
already know to learn something that will help me understand a story or my
own life better. I think that I can benefit personally from Dr. Seusss advice,
especially the part about bringing balance to my life.
Let students know that you will continue to remind them to use these strategies as
they read and listen. Tell them that you expect that they will use these strategies
to improve their comprehension.
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Option: As time permits, ask students to share with a partner (Think-Write-PairShare) (See Appendix #13.) then whole group about how they used the six
strategies or could have, as they listened.
Teacher models a retelling of Oh, the Places Youll Go! by Dr. Seuss. (See
Appendix #14.) (See Appendix #10 for Think Aloud procedure.) Remind
students briefly that a retelling should include:
Basic selectio n elements of who, what, where, when, how, and why,
Logical order or organization, and
Your own words and maybe words from the selection to show you
understand the selection.
Dr. Seuss wrote Oh, the Places Youll Go! as a graduation speech. In this
speech, he gives the following advice to graduates and anyone else who is
reading it: (1) You have it in you to be successful. (2) You can solve your
problems, even the difficult ones. (3) You can balance your life and be
successful. I think he has given good advice.
See Appendix #15 and 16 for a retelling procedure and a scoring rubric.
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Day 5
Listening/
Speaking
(25 minutes)
CE3.2.1, 3.2.2,
3.1.1, 3.3.1, 3.3.2,
3.3.4
Before introducing the play, A Raisin in the Sun by Lorraine Hansberry, read and
discuss the poem, A Dream Deferred by Langston Hughes. If you would like
students to read the poem, it is reproduced at the very beginning of A Raisin in the
Sun by Lorraine Hansberry.
Focus for Listening/Reading: What is Langston Hughes point what question
does he pose about dreams? What is your reaction/answer? We will pose the
question as we read A Raisin in the Sun, Why did Lorraine Hansberry choose her
title for the play from this poem?
Read the poem aloud with expression.
A Dream Deferred by Langston Hughes
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun
Or fester like a soreAnd then run?
Does it stink like rotten meat?
Or crust and sugar overLike a syrupy sweet?
Maybe it just sags
Like a heavy load.
Or does it explode?
Discuss the meaning of a dream being deferred. Before the students can
understand the symbolism and significance in the title, they will need to know
more about symbolism. Talk about how one thing can stand for another and passout the One Thing Can Stand for Another worksheet, 2 pages, (See Appendix
#17a-b.). After they complete that activity, share answers.
Tell students that titles are very important because they incorporate the big ideas
of the work. Write the title A Raisin in the Sun on the board. Based on the
poem A Dream Deferred and the title of the drama, have students predict what
some of the big ideas in the drama will be. Have them also give suggestions on
how to interpret the symbolism in the title. Have students do a quick write on this
to determine where individual understandings lie? Next, you will pass-out the
Title Analysis activity (See Appendix #17c.). Have students complete and
share answers.
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Optional: Discuss the following questions with students and record their
responses:
Why are dreams and goals important? Have you ever had a dream deferred?
If so, can you share it with the class? Do you have a dream that you hope will
not be deferred? Can you share that with the class? How might having a
dream deferred impact a person?
Optional: As time permits, share with students another Langston Hughes poem,
Dreams. (See Appendix #18.)
CE3.2.1, 3.2.2,
3.1.1, 3.3.1, 3.3.2,
3.3.4
Focus for Listening/Reading:

Level 1: What is the poet actually saying here? (Restate in your own
words.) This level is simply using the students words to say the same
thing that the poet says.
Level 2: What does that mean? (Explain the poets meaning within the
poem.) This level is still within the poem, talking about the people in the
poem, using their names.
Level 3: What might the poet be suggesting about the world beyond the
poem? This level uses terms such as mankind or people.
Dreams
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Writing
(15 minutes)
CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 3.1.5,
3.2.1
Reading/
Speaking/
Listening
(15 minutes)
CE3.3.1, 3.3.3,
Have students respond individually through a Quick Write (See Appendix #19.)
to the poetry they have just read and the questions they have just discussed. Have
students respond to the questions in the Focus for Listening/Reading above.
Optional: Share author information about Lorraine Hansberry by reading aloud

the author profile. (See Appendix #20.)
Then discuss the following questions with students:
Lorraine Hansberry lived as a black female during the years 1930-1965.
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3.3.4, 3.3.6
What do you think were her dreams? Were they realized or deferred by the
time she died in 1965 at the age of 34? Can dreams be realized after your
death?
Also share author information about Langston Hughes by reading aloud the author
profile. (See Appendix #21.)
Ask students if they see any similarities between these authors and their life
experiences. Have a discussion and record students responses. This would be an
opportunity to begin a data wall (See Appendix #8.) on the authors in this unit.
All of the authors in the unit write about the importance of dreams in peoples
lives.
Optional: Share with students the information about Sean Covey, the author of
The Seven Habits of Highly Effective Teens, from the inside of the back cover and
from his fathers review of the book from the back cover. Ask students what Sean
Covey might know about dreams and how to achieve them. Also share
information about why Dr. Seuss wrote Oh, the Places Youll Go! from the front
fly leaf of the book. Oddly enough, there is little biographical information on Dr.
Seuss on Google, but there is a biography, Dr. Seuss and Mr. Geisel: A Biography
by Judith and Neal Morgan (1995, Random House)
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Days 6 and 7
Listening/
Speaking/
Reading/
Writing
(55 minutes x 2)
CE3.3.1, 3.3.2,
3.3.3, 3.3.4, 3.3.6,
2.1.1, 2.1.2, 2.1.4,
2.1.10, 2.1.11,
2.1.12, 2.2.1
Since the characters in the play well be reading and discussing, A Raisin in the
Sun, believe in their own version of The American Dream it is important to
introduce, discuss and come to a shared definition of The American Dream. To
introduce the idea of The American Dream you might use an excerpt from Henry
David Thoreaus Walden. (See below and Appendix #22a or
http://thoreau.eserver.org/walden00.html .) The message of this excerpt is that its
not the dream itself, but, rather, working toward itendeavor[ing] to live the life
[one] has imagined.
Focus for Listening/Reading: What did Thoreau learn about following ones
dreams? (Its not the dream itself, but, rather, working toward itendeavor[ing]
to live the life [one] has imagined.) How might we apply this to our own
dreams/visions for our lives?
Teacher will distribute copies of Paragraph 5 from the Conclus ion of Thoreaus
Walden, a short excerpt from Ralph Waldo Emersons Self Reliance, and
Marrianne Williamsons Our Greatest Fear. (See Appendix #22a-c.) Teacher
will place copy of the first selection on the overhead and demonstrate the Talking
to the Text (See Appendix #23a-c.) procedure. Teacher may want to underline,
circle, or star key words and phrases, as well as writing the thoughts that enter his
or her mind as the selection is read aloud to the class. Be sure to highlight the
theme of the selection and to discuss the authors concept of the American Dream.
Stress to the students the importance of utilizing the Talking to the Text strategy
so that they can connect the reading to their thinking. The next step is to allow
students to practice this strategy on their own with the other two selections.
Teacher will monitor students and help those that may find this difficult. After
students have completed reading all three selections they will then complete the
Comparison Chart. (See Appendix #23d.) (Suggestion: On the back of the
chart page have students do a Quick Write (See Appendix #19.) summarizing the
comparison.)I think Id have them do a paragraph or two as a separate piece
of writing, perhaps on the back of the chart. Students will identify the two
main ideas from each selection and supporting quotes for the main ideas, as well
as stating their opinion about the authors concept of the American Dream.
CE2.2.1, 2.1.4,
2.2.2, 2.1.1, 2.1.2,
2.1.4
To open a discussion on The American Dream, you might say something like,
You have just filled in a survey and written about your dreams/vision for your
own future. The characters in the play, A Raisin in the Sun, the play we will read,
listen to and discuss believe in their own version of The American Dream, so
before we begin A Raisin in the Sun, we will read, listen and discuss The
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American Dream from different perspectives and come up with our own definition
of The American Dream. Well keep in mind the theme of the unit: The
American Dream is changing. and answer the following essential questions (See
Appendix #24.) as we read about and discuss The American Dream and as we
read the play.
Big Ideas: dreams/visions
human motivation
Theme: Our dreams/vision can determine our future.
The American Dream is changing.
Essential Questions:
What is/was meant by The American Dream?
Is there still an American Dream?
Has The American Dream changed over the years? What is The
American Dream for the 21st Century?
Does The American Dream mean the same for African Americans
as it does for white Americans?
What must happen for The American Dream to come true?
What are my dreams/visions for the future? How are they related
to The American Dream?
What can I do to realize my dreams/visions for the future?
CE3.1.8, 3.1.9.
2.1.6
We will search texts and the internet for the answers to these questions; well look
through the eyes of essayists, characters in a drama, nonfiction writers, and poets.
We will begin looking for our answers in personal I believe essays and online articles about The American Dream.
NOTE TO TEACHERS: You will now be sharing more linking text(s) with
students. The linking text or texts reflect one or more of the characteristics below
and lead to the identified disposition of the unit Realizing The American Dream:
discrepant text that results in seeing the big idea from a totally different
perspective,
different genre or medium that mirrors the theme or big idea of the anchor
text in another form.
supporting text that extends or embellishes the big ideas or themes in the
anchor text, and/or
text connected to the anchor text at an abstract level.
After students have reflected on and written from their own perspective about
dreams/visions, they will further explore the themes and essential questions of the
unit through reading, discussing and reflecting on supporting text that extends or
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embellishes the big ideas or themes in the anchor text. The goal of using
supporting text is to help students better understand the themes and essential
questions of the unit. The article, What is the American Dream? will give
students information so that they can begin to define The American Dream
individually and as a class. Before sharing with students on The American
Dream, briefly review with them what they might expect from the genre,
informational text. You might use the following definition:
IRA, 1989.)
and elements :
gives information,
You might use Appendix #9a-b to review informational text. Students would
benefit from recording information on the student bookmarks as they read
informational text. (See Appendix #9b.)
Either share with students or have them read What is the American Dream?
(Access from internet,
http://memory.loc.go v/ammem/ndlpedu/lessons/97/dream/thedream.html or see
Appendix #25.) using the Focus for Reading below.
CE3.2.4, 2.1.11,
2.1.4, 2.1.2, 3.4.2,
2.1.5, 2.1.6, 2.2.1
Focus for Reading/Listening: While reading, discussing and writing about

What is the American Dream?, think about the essential questions we have just
discussed. (See Appendix #24.)
Discuss What is the American Dream? (See Appendix #25.) focusing on some
or all of the following bulleted teaching points : (Before beginning the
discussion, remind students of the importance of being attentive and civil, gaining
the floor politely, posing appropriate questions, and tolerating difference of
opinion and lack of consensus. See Appendix #7b.)
Authors purpose/thesis: a definition and brief history of The American
Dream
Structure: definitions with historical details such as Adams, the
Declaration of Independence, homesteaders, Martin Luther King, Jr.
Effective quotations from Adams, the Declaration of Independence and
Thomas Wolfe to help develop the definition.
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American Dream views: paragraph 5
Authors tone: straightforward and well-organized.
You also might choose to have students reflect on and discuss the big ideas, theme
and essential questions as they relate to this article:
human motivation
What is/was meant by The American Dream? (Maybe its
material prosperity or maybe it is a simple, fulfilling life.)
Is there still an American Dream? (Others say that the American
Dream is beyond the grasp of the working poor who must work
two jobs to insure their familys survival.)
American Dream for the 21st Century? (Paragraph 3 attempts to
answer this question.)
as it does for white Americans? (Would Martin Luther King feel his
Dream was attained?)
What must happen fo r The American Dream to come true?

(Thomas Wolfe said, "to every man, regardless of his birth, his
shining, golden opportunity .the right to live, to work, to be
himself, and to become whatever thing his manhood and his vision
can combine to make him.")
to The American Dream? (Personal response)
(Personal response)
Share and discuss, in relation to the Essential Questions, the fo llowing excerpts
from Wikipedia (http://en.wikipedia.org/wiki/American_Dream ) on The
American Dream: (See Appendix #26.)
The American Dream is a subjective term usually implying a successful and
satisfying life. This term usually implies financial security and material comfort,
but can also imply a dream of fame, exceeding social, ethnic, or class boundaries,
or simply living a fulfilling life. Perceptions of the American dream are usually
framed in terms of American capitalism, its associated purported meritocracy
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(Americans are more likely than any other democracy to believe that people
succeed because of actual individual talents, efforts, and accomplishments rather
than the social class into which they are born.), and the freedoms guaranteed by
the U.S. Bill of Rights.
The term is not easily defined, and has subjective meaning to many who claim it.
The American Dream is often associated with immigration, as the dream of
religious freedom, economic prosperity, and opportunity has historically driven
immigrants to the United States. The term is used by many modern Americans to
signify success in life as a result of hard work (as in, living [or pursuing] the
American Dream).
There are many books, plays and other forms of literature which have defined,
explored or denounced the American Dream. Some more well known examples
are:
Horatio Alger's books

The Great Gatsby
Death of a Salesman
A Raisin in the Sun
Of Mice and Men
Fear and Loathing in Las Vegas
The American Dream by Edward Albee
Rags to Riches by Richard T. Farmer
Also, share and discuss the following ideas from Who Wants to Be a
Millionaire http://www.americansc.org.uk/Online/American_Dream.htm or
below in relationship to the Essential Questions : (See Appendix #24.)
Matthew Warshauer, Professor of History at Central Connecticut State University,
says, Traditionally, Americans have sought to realize the American dream of
success, fame and wealth through thrift and hard work. However, the
industrialization of the 19th and 20th centuries began to erode the dream,
replacing it with a philosophy of get rich quick. A variety of seductive but
elusive strategies have evolved, and today the three leading ways to instant wealth
are large-prize television game shows , big-jackpot state lotteries and
compensation lawsuits.
CE2.1.7, 3.1.5,
2.1.2, 2.3.5, 2.3.6,
3.2.1
You might assign as homework the reading of excerpts from This I Believe (See
www.thisibelieve.org or Appendix #27a-b.). Explain to students that This I
Believe is a collection of personal essays that address the prompt: Write a few
hundred words expressing the core principles that guide your life your personal
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credo. The authors of the essays are both famous and ordinary people. Give
students copies of the essays (See Appendix #27a-b.), and tell them to think
about the essential questions as they read. (See Appendix #24.) Ask them to jot
notes to themselves answering the following questions (to use for an essay after
the next activity):
What have you learned about The American Dream from reading these
essays?
How has reading these essays helped you clarify your own dreams/vision
for your future?
CE3.2.1
If you feel that students need a review of the genre: essay, see Appendix #28a-b
for a genre page and/or student bookmark.
CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 3.1.5,
3.1.6, 3.2.1, 2.1.2
Optional: In a Quick Write (See Appendix #19.), have students react to the
essays from This I Believe by answering the following question: Using the text
to support your opinion, identify which author addresses the topic most effectively
(or the most realistically)? (This will require students to compare and synthesize
ideas from the texts and will give you a short informal assessment to read and
grade for content if appropriate.) (See Appendix #27c for a rubric.) Have
students share and discuss their reactions.
CE1.1.1, 1.2.1,
1.2.2, 1.2.3, 1.3.4,
2.1.2, 2.1.4,
2.1.11, 2.1.12,
2.2.2, 3.1.5, 3.1.6,
3.1.10
On the basis of the talking, reading and writing together, discuss and come to
consensus on a group (class) definition of The American Dream. You might
brainstorm with students what they see as characteristics of the American Dream,
using some way of keeping each separate but moveable (large Post-its, index
cards with masking tape, or a projected computerized list). Whatever method you
use, just be sure that students will be able to see all the ideas and that you will be
able to move them around for the next stage.
When you and the students are satisfied that you have a healthy number of ideas,
begin to look for relationships among the ideas. Move the characteristics around,
clustering the ones that fit together.
Now name each cluster. The name might be one of the ideas within the cluster, or
an entirely new name. The class definition of the American Dream can now be
developed from the ideas as organized and named.
In a short essay, have students briefly relate the essays from This I Believe to their
work with the American Dream. Have them address the questions below. This
will remind them of and help them focus on the text and will give you a short
informal assessment to read and grade for content if appropriate. (See Appendix
#27c for a rubric.)
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Do the This I Believe essays help to prove or disprove the continued
existence of an American Dream as we have defined it? Include the
following in your discussion:
What have you learned about The American Dream from reading these
essays?
How effectively has each writer addressed the American Dream as we
have defined it?
Does each writer help to clarify what is/was meant by the American
Dream?
How has reading these essays helped you clarify your own
dreams/vision for your future?
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Day 8
Reading/
Speaking/
Listening
(55 minutes)
CE 2.1.1, 2.1.4,
2.2.2, 2.2.3, 3.1.9,
3.1.2, 3.2.3, 3.3.1,
3.3.2
CE2.1.1, 3.1.2,
3.2.1, 3.2.3, 3.3.1,
3.3.2, 3.3.3, 3.3.4
Introduce A Raisin in the Sun by Lorraine Hansberry by saying something like,

In this unit, you have written about your dream for your life and discussed and
defined The American Dream. We have shared:
advice on reaching or realizing your dreams from Sean Covey in The
Seven Habits of Highly Effective Teens,
Optional: Dr. Seusss advice on being successful in life from Oh, the
Places Youll Go!
the backgrounds and dreams of authors Lorraine Hansberry, Langston
Hughes, Sean Covey, and Dr. Seuss, and
the poetry: A Psalm of Life, A Dream Deferred, and Dreams
articles on The American Dream
essays from This I Believe
All of these selections are concerned with peoples dreams for their lives and The
American Dream. Now we will share a play about people in pursuit of their
dreams. Each character in the family in this play has a dream; these dreams may
not be in concert with one another. As we share the play, A Raisin in the Sun by
Lorraine Hansberry, we will be asking many questions (as expert readers do)
about these characters and their dreams:
What are their dreams? Are the ir dreams personal versions of The
American Dream?
Are these characters working effectively to achieve their dreams?
Will their dreams be deferred as in Langston Hughes poem?
If their dreams are deferred, how and why does this happen? If you want to
address the idea of dreams dying, it would fit here. Deferring is not as
negative, but in reality they do sometimes die.
How might reading this play help each of us realize our dreams?
Introduce A Raisin in the Sun by Lorraine Hansberry as a play in which the
characters lives are controlled by their dreams (their own versions of The
American Dream). Have students read the blurb on the back cover with you. You
might say something like the following, Blurbs or promotional descriptions on
back covers of books can be useful to readers; they may:
hint about the plot (an embattled Chicago family...),

give indications about the setting (Chicago in the 1950s),
may include reviews (The play that changed American Theater
forever. The New York Times, A play rooted in its own time that
speaks through the years to our own. Chicago Tribune, and One of a
handful of great American plays Washington Post (front cover), and
awards, New York Drama Critics Award, and
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may indicate to the reader why the author wrote the book. (anticipate
issues that range from generational clashes to the civil rights and womens
movements. And pose essential questions about identity, justice and
moral responsibility.)
From this blurb we learn the who, when, where and what of the play. (See the
information in parentheses in the bulleted items above for details.)
CE3.2.3, 3.2.1
A Raisin in the Sun is a play - drama. Review the genre, drama with students.
(See Appendix #29a.) Show students how they will be using the Student
Bookmark (See Appendix #29b.) to record the characteristics of drama as they
read A Raisin in the Sun.
Genre: Drama
A drama tells a story, usually of human conflict, through dialogue and action.
Drama
Definition:
A story in dramatic form, typically emphasizing conflict in key characters
and written to be performed by actors (from Harris, et al. The Literacy
Dictionary, IRA, 1995)
three necessary elements in drama: (1) a story (2) told in action (3) by
characters who impersonate the characters of the story (Thrall and
Hibbert, A Handbook to Literature, Odyssey Press,1960)
Purpose:
To entertain
To provoke thought and emotion
To present a visual and aural experience for the audience
Form and Features:

1. Dramas/plays consist of two parts: spoken dialogue and stage directions:
Stage directions describe setting, lighting, movement of characters
and props, intonation of dialogue, costumes.
Setting for each scene is given in italics at the beginning of the text
for that scene.
Stage directions are usually in italics and square brackets at the
appropriate place in the script.
Stage directions begin with a capital letter and end with a period,
even if not complete sentences.
Lines and sections are sometimes numbered on the left- hand side
of the page so references can be made, like definitions.
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2. There is usually at least one antagonist and one protagonist.
3. Characters names are listed at the beginning of the drama/play, usually in
the order of their appearance. This listing often includes brief information
including: age, appearance, role in the play, and/or relationship to other
characters in the play.
4. Conflict, the tension that exists between the forces in the characters life, is
important in drama and can be in four forms:
- Person against self
- Person against person
- Person against nature
- Person against society
5. Dramatic structure has been compared to the tying and untying of a knot.
The structure of dramatic conflict includes the following:
Exposition creates the tone, introduces the setting and some of the
characters and gives background
Rising Action or Complication sets the action in motion,
continues through stages of Conflict to the Climax.
Falling Action stresses the activity of the forces opposing the hero
as the action moves to the Denouement or resolution
6. Dramas may include flashbacks and/or soliloquies.
After going over the above information on the genre: drama, have students look at
the play, A Raisin in the Sun. Point out features like stage directions so that
students will be ready to begin reading the play aloud on Day 9.
CE3.2.3, 3.2.1
Optional Genre Lesson-Stage Design: Tell the students that they will be
reading the opening stage directions and will be asked to complete an activity that
requires them to interpret them. Read the opening stage directions together, out
loud. Next, review the following expectations:
Know:
Techniques of set design: lighting, props, staging
Stage directions are written in italics
How to recognize personification
Understand:
How an author/director uses the staging directions to reflect the characters
and themes
How a set can be the personification representation of the characters
Be Able to Do:
Design a set that reflects the attributes of the characters and the themes in
the drama
Pass-out Stage Design (See Appendix #29c.). Have students complete activity
and share responses.
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CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 3.2.1,
2.1.2
Have students respond by way of a Quick Write (See Appendix #19.) or an exit
slip to the following question. (This will set them up for a trip deep into the
characters lives and societys problems.)
The book cover suggests that the book will pose essential questions about
identity, justice and moral responsibility. How does this prepare us as the
audience of the play? For what does it prepare us?
CE3.2.5, 3.2.3
NOTE: Students will be performing a portion of A Raisin in the Sun, Act I, Scene
One on Day 9. (Stop after Walters women with small minds!) Assign parts
and make sure that assigned students have a copy of the book to practice for
homework. You may wish to choose more capable readers for this first reading to
make sure the class (audience) hears a good model of how a play should sound
expression, intonation, prosody (pitch, loudness, tempo and rhythm patterns of
spoken language). Remind students of stage directions, etc. from above genre
description.
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Day 9
Reading/
Listening/
Speaking
(35 minutes)
Remind students that as they read, listen, discuss and write about A Raisin in the
Sun they should be considering the big ideas, theme and essential questions of the
unit. (See below and Appendix #24.)
human motivation
CE1.2.1, 1.2.2,
2.1.7, 2.2.2, 2.3.3,
3.1.2, 3.1.7, 3.1.8,
3.1.9, 4.2.1, 4.2.2
Introduce Character Analysis Chart: Tell students that they will be completing a
chart that relates characters in the play to the ir class definition of the American
dream. Briefly review the characteristics of the class definition and suggest that
students keep these in mind as the play begins to unfold and they learn about
characters. At the end of todays reading, model for students how to complete a
portion of the chart, thinking aloud to explain reasoning as you do so. (See
Appendix #32a-b.)
CE3.2.5, 3.2.3
CE3.1.2, 3.1.3,
3.1.4, 3.1.9,
3.1.10
Begin having students read/perform A Raisin in the Sun, pp. 23-35. (parts assigned
Day 8 - Stop after Walters women with small minds!) If you think it is
necessary, you might model reading a few of the lines with expression and correct
intonation and prosody.
Focus for Listening: What are the characters dreams? Do any of these dreams
fit our group definition of The American Dream? What are the relationships
between the characters? How are their relationships/dreams affected by money?
How effectively does Hansberry present the issues related to the American
Dream?
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CE3.2.4, 2.1.11
Discussion: Have students discuss the Focus for Listening using the ThinkWrite-Pair-Share procedure. (See Appendix #13.) Make sure student
partnerships share with the total group.
CE1.2.1, 1.2.2,
2.1.7, 2.2.2, 2.3.3,
3.1.2, 3.1.7, 3.1.8,
3.1.9, 4.2.1, 4.2.2
Character Analysis Chart: Model completing a portion of the chart based on

todays reading. The chart below has possible characteristics. The actual chart
headings would depend on the components of the class definition. (See Appendix
#32a-b.)
American Dream Character Analysis - Model

As Americans
be treated as
achieve success
each of us has
equal to
with hard work.
the right to . . .
everyone else.
Mama (Lena)
Beneatha
Ruth
Thinks empty
dreams are
worthless
because theyre
so implausible:
SoI would
rather be living
in Buckingham
Palace (34). Tells
Walter to go to
work (34).
Walter
Wants a certain
status in life,
living how rich
white people
live (34) and
tak[ing] hold of
this here world
(33).
Asagai
Travis
Wants money for

school, the way
other students do:
Teacher says we
have to (28).
achieve material
success.
lead a fulfilling,
satisfying life.
Worries about
her familys well
being: (to Travis,
who wants a job)
Honey, its
starting to get so
cold evenings
(30).
Wants money
and the lifestyle
it brings,
grossing a
hundred
thousand a year
(32). He gives
Travis money he
can ill afford to
lose.
Is willing to
carry groceries
after school to
earn what he
needs (29).
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Karl Linder
Does not believe Believes in it for Believes in it for Believes in it for
(Since he is not
in this for
himself and his
himself and his
himself and his
introduced until
African
current
current
current
considerably
Americans: . .
neighbors:
neighbors,
neighbors: A
later in the play,
.our Negro
people whove
honest people
man . . . has the
this is simply a
families are
worked hard as
who dont really right to . . .have
model row for
happier when
the dickens for
have much but
the neighborhood
teacher
they live in their
years to build up those little
he lives in a
consideration.)
own
that little
homes. (117)
certain kind of
We could just
communities.
community.
way. (117)
drop the example (118)
(117)
material here or
. . . moving into
put it in the
a neighborhood
appendix if it
where you just
seems useful.
arent wanted.
(119)
Myself
Writing/
Teacher uses answer plan and possible answer to model (for think aloud
Speaking/
procedure, see Appendix #10.) answering Focus Question #1. (See Appendix
Listening
#30.)
(20 minutes)
CE1.1.1, 1.1.3,
Focus Question #1
1.1.4, 1.2.1, 1.2.2, What are the relationships between the characters and how is the action
1.3.2, 1.3.3, 2.3.8, between them affected by money? And/or dreams related to money?
2.3.3
Answer Plan
1. Introduce the answer by restating the question.
2. Write several sentences giving details of the characters relationships and
their responses to money or the lack of it.
3. Conclude with a personal observation about how money motivates a
persons actions.
Possible Answer
[1] In Act 1, Scene 1 of A Raisin in the Sun, Lorraine Hansberry introduces the
reader to characters who relate to each other as a family. Much of the action
between them is affected by their lack of money. [2] Travis, the son of Ruth and
Walter, needs fifty cents for school. When he asks his mother for it, she brushes
him off. Travis continues by asking if Grandmama or Daddy may have fifty cents
which ultimately angers Ruth enough so that she yells at Travis. Afterwards,
Travis complains to his father, and Walter tells Ruth that she shouldnt tell the boy
that there isnt any money. Walter gives Travis the fifty cents and another fifty
cents to spend as he likes. As for Walter and Ruth, Walter wants $10,000 from
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his mother. He asks for Ruth to support him by convincing his mother to invest in
his proposed business. When Ruth brushes him off too, Walter is angry that Ruth
has a small mind. [3] It seems that our lives are often affected by money. My
mom tells me that when we win the lottery, she will buy me a car.
Introduce students to the Focus Question Scoring Rubric (See Appendix #31.)
and share with them the traits of this possible answer that makes it a 3 point. As
time permits, have students share their reactions to Focus Question #1 and the
answer you have modeled.
CE1.2.1, 1.2.2,
1.2.3, 2.1.11,
2.1.12
7 Habits Poster Data Wall: Begin with the End in Mind Poster:
Teacher uses 7 Habits posters that students created during Days 3 and 4 as a data
wall and models writing a sticky note for Walters dream.
Possible Note:
Walter wants $10,000 to be part-owner of a bar.
CE1.2.1, 1.2.2,
1.4.1, 1.4.2, 1.4.4,
1.4.7, 2.1.4, 2.3.1,
4.2.1
OPTION: Intergenerational Interview Activity

Objective:
To teach students the how to interview others, ask questions that generate more
than just a yes or no answer and how to accurately and quickly record those
answers.
Lesson:
1. Review with students the idea that there is a generational gap between
Walter/Beneatha and Mama. Their age, experience and generation play a part
in their beliefs words and actions. It also helps them form their idea of what
the American Dream means to them.
2. Inform students that they are going to interview 2 adults. One must be older
than 25, but younger than 40 and the other person must be older than 60.
3. Tell the students that they are going to interview these individuals about the
American Dream and see if their responses are different from each other, but
similar to the characters in the book.
4. Have students brainstorm questions that should be asked to find out this
information. Guide students in creating questions that will require more than
just a yes or no answer. You also want to ask questions that have the person
being interviewed comment on the other generations ideas about the
American Dream.
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Examples of the beginning of questions/statements that will generate
more than yes or no responses:
a. how
b. why
c. explain
d. describe
e. discuss
Examples of questions students could ask in their interview:
a. Describe what you think the American Dream is?
b. Explain what the American Dram mean to you?
c. Why should you believe in the American Dream?
d. How has your American Dream shaped your life?
e. Discuss how you achieved the American Dream?
5. Once students have formulated their questions, approximately 4-5, have the
students transfer them to the Interview Worksheet. (See Appendix 32c-d.)
6.
Next, teach the students how to listen to answers and be able to take notes on
what they hear. Have students to listen to what you are about to say and write
it down on a separate sheet of paper. Then say to the students:
I have this fear. It causes my knees to knock and my head to spin. Sweat emerges
on my forehead every time I see a snake. This one time when I was at the zoo, my
sister, Caroline insisted that we enter the reptile house. I felt uneasy, but was
embarrassed to tell her that I was scared since I was a grown adult. Once we
were inside, I tried to clam myself down, but as soon as I saw that first slimy,
squirmy snake, I knew I couldnt last. I ran out of the reptile house and everyone
stared at me as I did. I should have been honest with my sister. Everyone is
afraid of something, for me it is snakes. I ended up being more embarrassed
about running out of the reptile house and having everyone now know that I was
afraid of snakes. Had I just told my sister the truth, she would have been the only
one who knew my secret. I guess I learned to be more honest about how I feel and
that I dont have to be embarrassed about my feelings.
Students will try to write down every word and ask you to repeat. Tell them that it
is impossible to write down what someone is saying word for word without a
recorder so we have to listen for key information. Model this for them by having
a student read aloud the following, while you write down key information on the
overhead:
When I started out doing this job, I thought to myself, I may have spent all those
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years in college for nothing. I dont think this is going to work out. After about
two weeks of being a nurse in the emergency room, I thought I had chosen the
wrong career. The schedule was grueling and I never saw my friends anymore.
Some patients were nice and others were just plain rude and obnoxious. I thought
that it would be so different and that everyone would be nice to me and tell me
how much they appreciated me, but not everyone did. I decided to stick with it
because I need the money and I didnt know what else to do. And then after a few
months, things began to change for the better.
Write down on the overhead, key words and phrases, such as:
a. college = waste of time
b. worked in e.r.
c. chosen wrong career?
d. schedule was hard
e. nice patients and mean patients
f. different from what she thought
g. stuck with it for money
h. things got better
Now help students form complete sentences out of the notes you took:
a. She thought college was a waste of time.
b. She worked in the emergency room.
c. She thought she may have chosen the wrong career.
d. The schedule was really difficult.
e. Her idea of what the job was different from what she originally thought.
f. She stuck with it for the money.
g. Things started to go better for her
Now, ask the student to listen again, only this time they are to just write down
main words, ideas, phrases and concepts. Then read the following to the students:
Music is so important to the world. It crosses over generations, cultures,
countries and religions. Music can inspire you and it can comfort you in times of
sadness. It is everywhere we go, in our cars, in our homes, at the gym, and in the
malls. Its soothing effects can spark a daydream or a memory. I dont think I
would be able to live without music in my life. It would be like a movie without
the theme song.
Discuss the words, phrases and concepts they wrote down and which ones helped
accurately portray what was being said.
CE3.2.5, 3.2.3
Finally, discuss the last part of the worksheet in which they are to choose a
character from the play that they are reminded of the answer to each question.
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One on Day 9, pp. 35-46. Begin after Walters women with small minds!
and end with Mamas Yes, a fine manthats all. Assign parts and make sure
that assigned students have a copy of the book to practice for homework.
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Day 10
Reading/
Listening/
Speaking
(35 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
Continue having students perform A Raisin in the Sun pp. 35-46 (parts assigned
Day 9 - Begin after Walters women with small minds! and end with
Mamas Yes, a fine manthats all.)
Writing/
Speaking/
Listening
(20 minutes)
CE1.2.1, 1.2.2,
2.1.7, 2.2.2, 2.3.3,
3.1.2, 3.1.7, 3.1.8,
3.1.9, 4.2.1, 4.2.2,
3.2.4
Character Analysis Chart: Focus for discussion and charting (See Appendix
#32a-b.): Have students individually fill in the chart (See Appendix #32b.) with
what they know so far about the characters in the play in relation to the ir class
definition of the American Dream. What are the characters dreams? How are
these dreams related to The American Dream as defined by the class? How have
the dreams been deferred? How could circumstances be changed so that the
character(s) might realize the dream(s)? The teacher may need to do more
modeling using information in Appendix #32a. Have a group discussion of what
the students have learned so far about the characters and facilitate their filling in
the chart. The information below may help if it is closely enough related the class
definition of the American dream:
Focus for Listening: What are the characters dreams? How are these dreams
related to The American Dream? How have the dreams been deferred, and how
could this have been avoided?
1. Dream: Walter wants a business so he will become rich.

Relationship to The American Dream: Owning a business and becoming
rich is part of the dream.
Deferment: Mama wants to use the money for a house.
Relationship to The American Dream: Owning a home is a part of the
American Dream.
Possible Change: Convince Mama that the business is a good
investment.
2. Dream: Ruth wants Walter to be happy.
Relationship to The American Dream: Each partner in a marriage is
supposed to want what the other wants.
Deferment: Walter doesnt feel happy without his dream.
Possible Change: Convince Mama to invest chance in Walters dream.
3. Dream: Beneatha wants to be a doctor.
Relationship to The American Dream: Upwardly mobile educational,
social and professional status is part of The American Dream.
Deferment: The whole family must make financial sacrifices.
Possible Change: Secure a scholarship.
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4. Dream: Mama wants a house.
Relationship to The American Dream: Owning ones home is part of The
American Dream.
Deferment: Mama is waiting for insurance money and is being persuaded
to spend it in other ways.
Possible Change: Mama uses money for a house.
5. Dream: Big Walter wanted a house.
Deferment: Big Walter died before earning enough.
Possible Change: He could have put insurance payments toward a
house instead.
CE1.2.1, 1.2.2,
1.2.3, 2.1.11,
2.1.12
CE3.2.5, 3.2.3
Remind students that this entire unit is about the power and importance of dreams
and tell them that they will continue to update this chart as they listen to and read
A Raisin in the Sun.
7 Habits Poster Data Wall: Begin with the End in Mind Poster:
Have students add sticky notes for Ruths, Beneathas, Mamas, and Big Walters
dreams.
Possible Notes:
1. Ruth wants Walter to be happy.
2. Beneatha wants to be a doctor.
3. Mama wants a house.
4. Big Walter wanted a house.
One on Day 11, pp. 46-53. Begin with Beneathas What could be so dirty
and end with Curtain. Assign parts and make sure that assigned students have a
copy of the book to practice for homework.
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Macomb ISD 2007
Day 11
Reading/
Listening/
Speaking
(30 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
Writing/
Speaking/
Listening
(25 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Continue having students perform A Raisin in the Sun pp. 46- 53 (parts assigned
Day 10 - Begin with Beneathas What could be so dirty and end with
Curtain.)
Focus for Listening: What do we learn about Beneatha?
Have students work with partners using the Answer Plan to answer Focus
Question #2. (See Appendix #33.) (See Appendix #31 for a Focus Question
Scoring Rubric.)
Focus Question #2
What information about Beneatha have we learned from this part of the
play?
Answer Plan
1. Restate the question.
2. Write a number of sentences detailing what we have learned about
Beneatha. Be sure to provide both a characteristic and evidence of that
trait.
3. Conclude by giving your opinion of Beneatha.
Possible Answer
[1] This scene in A Raisin in the Sun shows Beneatha to be negative and not
focused on important things. [2] She comments negatively on her mothers
constant cleaning as if it is a bad thing. Religion seems to be important to Mama,
but Beneatha puts down her mothers religion in a mean way. Beneatha also fails
to focus on important things in life. As her mother asks, Why you always got to
flit from one thing to another, baby? She flits from horse-back riding to play
acting to guitar lessons. [3] I think that Beneatha is a spoiled, negative person
who does not have her priorities straight.
As time permits, have students share their reactions to Focus Question #2 and the
answer you have modeled.
CE1.2.1, 1.2.2,
1.2.3, 2.1.11,
2.1.12
7 Habits Poster Data Wall:

Win-Win Poster:
Have students add sticky notes about how Beneatha might act differently to
realize her dream of becoming a doctor and how she might work to get along
better with her family.
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Macomb ISD 2007
Possible Notes:
1. Beneatha might try to get a scholarship or student loans to pay for school.
She might also get a job instead of flitting from one experiment to
another.
2. Beneatha might try to get along better with her mother by trying to
understand her mothers views on cleanliness, religion, and marriage.
Sharpen the Saw Poster:
Have students add sticky notes about how Beneatha is trying to sharpen her
saw.
Possible notes:
Beneathas guitar and horse-back riding lessons and her play acting group
could be examples of Sharpening the Saw.
CE3.2.5, 3.2.3
Two on Day 12, pp. 54-66. End with Asagai exit. Assign parts and make sure
that assigned students have a copy of the book to practice for homework.
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Macomb ISD 2007
Day 12
Reading/
Listening/
Speaking
(35 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
Continue having students perform Act I, Scene Two of A Raisin in the Sun,
pp. 54-66 (Parts assigned Day 11 - End with Asagais exit.)
CE2.1.3, 4.1.2
Word Study Suggestion

Assimilationism is referred to in this scene by Asagai (p. 63). This could be
defined as the process of shedding ones own heritage to take on another. In this
case it refers to becoming American by giving up African ways. Asagai has a
negative attitude toward it and seems to be accusing Beneatha of assimilationism.
Beneatha strongly denies this. At some time, you might want to point this out to
students.
Have students work with partners using the Answer Plan to answer Focus
Question #3. (See Appendix #34.) (See Appendix #31 for a Focus Question
Scoring Rubric.)
Writing/
Speaking/
Listening
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Focus for Listening: What is Beneatha searching for in her life?
Focus Question #3
What influence do you think Asagai will have on Beneathas dream?
Answer Plan
2. Write several sentences that describe how Asagais view on AfricanAmerican culture and women could have an impact on Be neatha. Provide
quotes for support.
3. Conclude in a sentence or two how Asagais views may affect Beneatha.
Possible Answer
[1] In this scene we are introduced to Asagai, a colleague of Beneatha, who
seems to have an influence on her dream. [2] Asagai feels that Beneatha is
ashamed of her heritage. (p. 61) He comments about what she has done to her
hair, And it is ugly to you that way? (p. 62) He believes that love alone should
be enough for a relationship between a man and a woman, Between a man and
woman there need be only one kind of feeling. (p. 63) He feels that women are
superficial, you are all the same. (p. 64) [3] Beneatha is a young woman who
is eager to learn new things. Asagai is a person from a different culture who can
introduce her to a new way of life, but his own narrow thinking may stifle
Beneatha if she chooses to follow his lead.
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Macomb ISD 2007
CE3.2.4
As time permits, have students share their reactions to Focus Question #3.
CE3.2.5, 3.2.3
Two on Day 13, pp. 66-75. Begin after Asagai exits and end with Curtain.
Assign parts and make sure that assigned students have a copy of the book to
practice for homework.
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Macomb ISD 2007
Day 13
Reading/
Listening/
Speaking
(35 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
Continue having students perform A Raisin in the Sun pp. 66-75. (Parts assigned
Day 12 Begin after Asagai exits and end with Curtain.)
Writing/
Speaking/
Listening
(20 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Have students work with partners with or without the Answer Plan to answer
Focus Question #4. (See Appendix #35.) (See Appendix #31 for a Focus
Question Scoring Rubric.)
Focus for Listening: What is everyones reaction when the check arrives? How
does this fit in with each characters view of the American Dream?
Focus Question #4
Describe how the arrival of the check does not create happiness for Ruth,
Walter, and Mama.
Answer Plan
2. Write 1-2 sentences about what is upsetting Ruth.
3. Write 1-2 sentences about why Walter feels discouraged.
4. Write 1-2 sentences about why Mama feels sad.
5. Conclude with a sentence or two predicting what you think will happen
between these three characters.
Possible Answer
[1] Even though the check arrives, Ruth, Walter, and Mama all end up feeling
depressed and dejected. [2] Ruth is concerned about what to do about the new
baby. She knows that even more money will be needed to feed and clothe another
mouth. [3] Walter continues to feel like no one listens to him. He is upset that his
own mother wont believe in his dream to open a liquor store. [4] Mama is feeling
let down by her children. She believes she and her husband provided a good home
for them and raised them right. She is shocked that Walter and Beneatha would
turn their backs on their upbringing. [5] I think things will become even more
strained between Mama, Walter and Ruth, but in the end they will come together
as a family. We have already seen that they love each other very much, even if
their dreams seem to be in conflict. (Answers will vary.)
CE3.2.4
As time permits, have students share their answers.
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Macomb ISD 2007
CE1.2.1, 1.2.2,
Character Analysis Chart: Provide time for students to add to the chart here
2.1.7, 2.2.2, 2.3.3, or assign it as homework. (See Appendix #32b.)
3.1.2, 3.1.7, 3.1.8,
3.1.9, 4.2.1, 4.2.2
CE3.2.5, 3.2.3
NOTE: Students will be performing a portion of A Raisin in the Sun, Act II,
Scene One on Day 14, pp. 76-87. Assign parts and make sure that assigned
students have a copy of the book to practice for homework.
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Macomb ISD 2007
Day 14
Reading/
Listening/
Speaking
(40 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10, 2.1.3,
4.1.2
Day 13.)
CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 3.2.1,
2.3.1, 3.2.2, 3.2.4,
3.2.5, 3.3.3, 3.3.4,
3.3.6, 3.4.1, 3.4.2,
3.4.3, 4.2.2, 4.2.3,
4.2.4
After reading pages 76-87 pass out lyrics to India Aires song, I am Not My
Hair (http://umrg.com/artist.aspx?aid=426) or See Appendix #36a-c. and have
students read the lyrics as they listen to the song. You may even view the video
that can also be found at this website. Discuss the importance of image in our
society today and you may also want to discuss the cultural impact in the African
American community that hair and hair styles have had on individuals. Use
examples from the song to support the class discussion. Have students do a
QuickWrite (See Appendix #19.) to the following prompt:
Focus for Listening: Notice Beneathas reaction to assimilationism and Walters

angry out burst with George.
Word Study Suggestion
On page 86, George says, Good night, Prometheus! and Walter asks, Who is
Prometheus. Actually, George is using this reference to mythology to say that
Walter is a tortured man with big ideas and good intentions, but wrong. In Greek
mythology, Prometheus was a god (Titan) who stole fire from heaven to give it to
man. In punishment, Zeus (king of gods) chained Prometheus to a rock where a
vulture (or eagle) comes each day to eat his liver, which grows back each night.
CE4.1.4, 4.1.5,
1.1.6, 1.1.7
On page 80 George asks Beneatha: What have you done to your head I
mean you hair! Beneatha responds: Nothing except cut it off. What
is the symbolic meaning behind Beneathas new hair cut? What might
India Aire say to Beneatha about her new hair style? Support your
response with examples from the lyrics of I am Not My Hair. Good
addition!!!
ACT English Test Grammar Activity One: Have students complete the
grammar activity in Appendix #37. You may wish to use this activity as an
instructional model and do a Think Aloud. (See Appendix #10.) Be sure to go
over this activity as it provides an opportunity for students to become acquainted
with the ACT English test.
KEY:
1.
2.
3.
4.
d
b
a
d
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Macomb ISD 2007
Writing/
Speaking/
Focus Question #5. (See Appendix #38a.) (See Appendix #31 for a Focus
Listening
(15 minutes)
CE1.1.1, 1.1.3,
Focus Question #5
1.1.4, 1.2.1, 1.2.2, What is Walter so angry about when he says to George, Here I am a giant 1.3.2, 1.3.3, 2.3.8, surrounded by ants! Ants who cant even understand what the giant is
2.3.3
talking about.
Answer Plan
1. Restate the question and introduce the answer.
2. Identify the situation in which Walter makes this outburst.
3. Give some details about the reasons for Walters anger.
4. Conclude with a prediction about what Walter will do and why you
believe thats what will happen.
Possible Answer
[1] Whe n Walter says that he is a giant surrounded by ants, he means that he has
big ideas (owning a business), but his family thinks small (ants). [2] Walter
makes this angry outburst in front of George, Beneathas date. Walter seems to be
jealous of Georges wealth; he asks, angrily, You happy? You got it made? [3]
Walter is angry because neither Mama nor Ruth seem to understand or support his
desire to own his own business instead of opening car doors for others. George
has big plans to be successful, but his family cant seem to see the power of his
ideas. [4] I think Walter dreams of being more than a servant, and I think he will
figure out how to reach his dream.
CE3.2.4
As time permits, have students share their answers with the whole group.
CE3.2.1, 3.2.3,
3.2.4, 2.3.5, 2.1.3,
4.1.2
Option RAFT Activity on Dialogue and Monologue: For your reference see
Appendix #38b for information on the RAFT process. Review the following
dramatic terms: dialogue and monologue. You could use any of the following
methods: turn and talk (provide definitions, have students alternate saying each
bullet point of the definition with a partner), have students copy definitions from
the board, look them up in the dictionary, create a definition as a class on the
board or a large post-it note, etc. Have students complete the dramatic term
identification activity (See Appendix #38c.). The answers are: sample 1dialgoue, sample 2- monologue, sample 3- monologue, sample 4-dialogue
Monologue
A speech made by one person speaking his or her thoughts aloud or
directly addressing a reader, audience or character.
It is a common feature in drama, animated cartoons, and film.
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Dialogue
A conversation between two or more people.
Conversation between characters in a drama or narrative.
The lines or passages in a script that are intended to be spoken.
Now introduce the RAFT. (See Appendix #38b and d.) Review the expectations
of the activity with the students.
Know: voice, style, elements of drama: interior monologue, soliloquy, dialogue
Understand:
Each character in a drama has a voice and style.
Voice and style are shaped by life experiences and reflects the character.
Voice and style affects communication.
Why and how a writer uses the elements of drama to develop characters
and communicate an insight into the themes in the work.
Be Able to Do:
Describe a characters voice and style.
Mimic a characters voice and style.
Create a piece of writing that reflects a characters voice and style
Create a piece of writing in a dramatic form
Explain the concept of a RAFT to the students. Tell them that they will choose
one of the roles and will write either: a dialogue or a monologue in the voice of
that character on the suggested topic.
Example: a student chooses the role of Travis having a dialogue with Walter Lee
about how he loves him just the way he is.
Travis (questioning) Daddy, why do you want to own a liquor store, grandma
says its bad?
Walter Lee Son, you might now understand now because youre just a boy, but
when youre a man and you have your own family to support, youll understand
the need to have money and success.
Travis (he gets up and sits on his fathers lap) But Daddy what if you get that
liquor store and you dont have time for me or momma?
Walter Lee Dont you want to have money for your class projects? Dont you
want to live in a nice house and wear nice clothes and go to a nice school and have
new toys to play with? Those things all take money. Son, I want to be somebody,
I want to be able to give you and momma the life you deserve.
Travis But I dont want those things if it means that you and grandma and
momma have to fight all the time. And I dont want money if it means that youll
be gone more. I know that you feel bad sometimes because you have to drive a
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car for that rich, white guy, and I know that you have big ideas, but I just want
you to be my dad. I love you because you play ball with me and tuck me in at
night and are around to talk to. But lately, you havent been around very much;
youve been with the guys at the bar talking about your liquor store and when you
are youre always fighting with mama. I want you to know that I love you just the
way you are. You dont need to be rich or successful, youre somebody because
youre my dad.
CE3.2.5, 3.2.3
Scene One on Day 15, pp. 88-95. Assign parts and make sure that assigned
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Macomb ISD 2007
Day 15
Reading/
Listening/
Speaking
(25 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
Day 14.)
Writing/
Speaking/
Listening
(30 minutes)
CE3.1.2, 2.1.1
Character Analysis Chart: Discuss with students what we know so far about the
characters. Together with students, record their ideas about the characters in the
appropriate boxes of the character analysis chart. As necessary, model filling the
information you are reviewing in the chart, and then have students work with
partners or individually to record what is known so far about the characters. Have
students keep in mind their definition of the American Dream as they do this.
Save time at the end of the session for sharing. (See Appendix #32b.) You might
include:
Mama
head of household, called a tyrant
loves her children and wants them to be happy
has trouble with some changes in society
has dream of owning home
Beneatha
dreams of becoming a doctor
thinks her family should pay for her schooling
experiments with little things guitar and big things - feminism
is very self-centered
Walter
dreams of owning his own business
is frustrated by his familys lack of support for his dream
may not be very perceptive about the integrity of his prospective
partner
wants things to be better for his wife and family
Ruth
dreams of having a home for her family
wants her husband to be happy
wants to have harmony in their home
is frustrated with the current situation to the point of considering
abortion
Focus for Listening: What is the reaction to Mamas decision about the money?
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CE3.2.5, 3.2.3
Scene Two on Day 16, pp. 96-107. Assign parts and make sure that assigned
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Macomb ISD 2007
Day 16
Reading/
Listening/
Speaking
(30 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10, 3.1.7
Day 15.)
Writing/
Speaking/
Listening
(25 minutes)
CE3.2.3
Authors Craft: Authors have a purpose for each scene they write for a play.
Lorraine Hansberry had a number of reasons for including this scene:
as a catalyst for Mamas decision,
as comic relief,
to identify possible problems with the location, and, most important,
to foreshadow the reality of racial tension that the Youngers will face
after moving to this neighborhood.
Discuss each of these reasons with students and record their reactions for possible
reference as they do their Quick Writes.
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
3.1.2, 3.1.9
Have students (individually) do a Quick Write (See Appendix #19.) in reaction to

Lorraine Hansberrys inclusion of the scene with Mrs. Johnson and the omission
of the scene in revivals of the play.
CE1.2.1, 1.2.2,
2.1.7, 2.2.2, 2.3.3,
3.1.2, 3.1.7, 3.1.8,
3.1.9
Character Analysis Chart : Provide time for students to add to the chart here
or assign it as homework. (See Appendix #32b.)
CE3.2.5, 3.2.3
Scene Two on Day 17, pp. 108-109. Assign parts and make sure that assigned
Focus for Listening: What part does Mrs. Johnson play in sorting out the
dilemma of what to do with the insurance money. Her character is often omitted
in the revivals of the play (p. 11 of the introduction). What impact do you think
deleting her character has?
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Macomb ISD 2007
Day 17
Reading/
Listening/
Speaking
(30 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
CE3.1.2, 2.1.1
Continue having students perform A Raisin in the Sun pp. 108-109. (Parts
assigned Day 16.)
Writing/
Speaking/
Listening
(25 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
Focus Question #6. (See Appendix #39.) (See Appendix #31 for a Focus
Focus for Listening: Was Mamas decision right? Will Walter live up to the
trust she has placed in him?
Have students do a Think-(Write)-Pair-Share (See Appendix #13.) in response to

the questions above. Also have students add details to Walters section of the
character chart. (See Appendix #32a-b.)
Focus Question #6
Was Mamas decision right?
Answer Plan
1. Introduce the answer by stating your position on Mamas decision.
2. Write a number of sentences in support of your position.
3. Conclude by predicting what might happen and why you believe thats
what will occur.
Possible Answer
[1] Mama has decided to trust Walter with the remainder of the money, after she
put a down payment on the house. She asks him to put some aside for Beneathas
medical schooling, and the rest is to be his. I think this is a bad decision, because
Walter seems too caught up in his own dream to consider the dreams of anyone
else in the family. [2] At the end of Act II, Scene Two, Walter is talking
passionately to Travis. He is telling Travis in vivid detail what life will be like for
him in ten years; he tells about a house and cars and even, a gardener. I think he
is too involved in his own dream to think about Beneathas dream or about anyone
else. [3] I predict that, without thinking about it or meaning to, he will put
Beneathas dream in jeopardy.
CE3.2.5, 3.2.3
Scene Three on Day 18, pp. 110-121. Assign parts and make sure that assigned
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Macomb ISD 2007
Day 18
Reading/
Listening/
Speaking
(25 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
assigned Day 17.)
Writing/
Speaking/
Listening
(30 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3
In preparation for writing answers to Focus Question #7, have students use the
Think-(Write)-Pair-Share procedure (See Appendix #13.) to discuss the question
in light of the Lindner quote from A Raisin in the Sun(p. 119):
Focus for Listening: Can one person change the mood of an entire group? How
skillfully does Hansberry develop the character that does so in the play?
Well - I dont understand why you people are reacting this way. What
do you think you are going to gain by moving into a neighborhood where
you just arent wanted and where some elements well people can get
awful worked up when they feel that their whole way of life and
everything theyve ever worked for is threatened.
After students have had a brief discussion, have them individually answer Focus
Question #7 using the Answer Plan. (See Appendix #40.) (See Appendix #31 for
a Focus Question Scoring Rubric.)
Focus Question #7
How would you feel if a neighborhood would be willing to pay you to keep
you out?
Answer Plan
1. In one sentence, introduce the questions topic.
2. Write several sentences that explain your opinion and give details from the
play which connect with or support your opinion.
3. Conclude by summarizing your opinion on the topic.
Possible Answer
[1] In Act II Scene 3 of A Raisin in the Sun, the Younger family is confronted
with the prejudice of the people from the neighborhood where they plan to move.
[2] I would be afraid and angry at the same time because of Mr. Lindners visit.
I would be afraid of Lindners veiled threat that people would be worked up.
Would they try to hurt my family and me or destroy my property? During the era
in which this was written, it was common for whites to persecute, even kill,
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Macomb ISD 2007
blacks. Even within the last few weeks, a Police Chief in Clinton Township was
suspended, apparently because he wanted to hire a more diverse police force. My
anger would result in me feeling defiant. I would want to take the risk of moving
into the house because it was mine. After all of the conjecture on Lindners
warnings, Mama nonchalantly prepares her treasured plant for the move. She
seems strong like I hope that I could be. [3] No person or group should be able to
control your destiny!
CE3.2.4
As time permits, have students share their answers with the whole group.
CE1.2.1, 1.2.2,
2.1.7, 2.2.2, 2.3.3,
3.1.2, 3.1.7, 3.1.8,
3.1.9
Character Analysis Chart: Provide time for students to add to the chart here
or assign it as homework. (See Appendix #32a-b.)
CE3.2.5, 3.2.3
Scene Three on Day 19, pp. 122-130. Assign parts and make sure that assigned
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Macomb ISD 2007
Day 19
Reading/
Listening/
Speaking
(20 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
Writing/
Speaking/
Listening
(35 minutes)
CE1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.8,
2.3.3, 3.2.4,
2.1.11
assigned Day 18.)
Focus for Listening: Does the loss of money mean the end of celebration
for a dream achieved and is it a reason or an excuse
to be depressed and angry?
Use the plan below to do a Jigsaw activity. (See Appendix #41 for group focus
questions.)
Focus Questions
1. How does each character celebrate the upcoming
move?
2. Which dreams appeared to be achieved? How do these relate to our
definition of The American Dream? (Refer to chart in Appendix #32a-b.)
3. Is the loss of money a reason or an excuse for anger and depression?
4. Predict what the family will do next based on the character development
so far.
Jigsaw
Divide class into 4 groups.
Each group works on one of the focus questions above.
When the group discussion reaches an agreed answer, groups report out to
the class.
Possible Answers
1. a. Ruth buys Mama a set of gardening tools for the new house. She,
Walter, and Beneatha tease each other and Mama before letting Mama
open it. (pp. 122-123)
b. Walter is light- hearted and singing. Not only is the family moving to
their dream house but he has initiated his investment in the liquor store;
he expects this will fulfill his dream of financial independence.
(pp. 122-125)
c. Beneatha joins her brother and sister- in- law in a teasing that is part of
the happy and expectant atmosphere. (pp. 122-123) Giggling fiercely,
Beneatha teases Travis, too. (p. 124)
d. Travis proudly presents his Grandmama with a present of his own.
(p. 124)
e. Mama enjoys seeing her family happy. She enjoys the teasing and
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presents. She feels responsible for not only achieving a life- long dream
but precipitating this joyful and playful family camaraderie.
(pp. 122-124)
2. a. Big Walters dream of providing a house for his family has been part of
The American Dream.
b. Mamas dream to buy a house has been part of The American Dream.
c. Ruths dream to see Walter happy has been part of The American
Dream.
d. Walters dream of owning his own business has been part of
The American Dream.
3. a. Reason for anger. Willy has conned Walter and stolen the money. It is
justifiable to be angry at a liar and thief.
b. Reason to be depressed because Walter has invested with a swindler
(Willy).
c. Excuse for anger because Walter blames himself for believing Willy
and the anger is displaced. Walter hides shame and self-recrimination
behind anger.
d. Excuse to be depressed because depression allows its victim to wallow
in self-pity rather than face the reality of a situation or take action to
correct the problem. Walter uses the rip-off as an excuse to be
depressed in order to deflect blame from him for making a poor
choice.
4. a. Most likely Mama pulls the family together. She recalls Big Walters
sacrifices for his family and urges the family to carry on. This position
is based on the determination of Mamas character and the close bond
shown between the family members even when they disagreed with
each other.
b. Possible Family members become withdrawn but muddle on
together. Weve already seen a hopeless Walter who drinks too much.
Ruth has been short-tempered and listless when she contemplated a new
baby squeezing into the already crowded apartment. Beneatha could
grudgingly give up her dream to be a doctor. She may even be
convinced to marry George (a wealthy black man) in order to help the
family survive. Travis would be forced to find work as soon as he was
able. Mama would continue to work as long as her health would allow.
c. Least likely - The family falls apart. Mama disowns Walter for losing
the bulk of the insurance money left by his fathers death. Ruth would
abort her baby and divorce Walter for putting them in that position.
Walter ends up living on the street and dies in an alcoholic stupor.
Beneatha gives up the dream of being a doctor, turning to a domestic
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job like the other members of her family. This leads to a dulling of her
ambition and ultimately her intelligence. Travis starts running with a
gang in order to try to better himself. He is killed in a gang war.
Mama dies tired and alone after a disappointing life of broken dreams.
CE3.2.5, 3.2.3
NOTE: Students will be performing a portion of A Raisin in the Sun, Act III on
Day 20, pp. 131-142. Assign parts and make sure that assigned students have a
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Macomb ISD 2007
Day 20
Reading/
Listening/
Speaking
(25 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
assigned Day 19.)
Writing/
Speaking/
Listening
(30 minutes)
CE1.2.1, 1.2.2,
2.1.7, 2.2.2, 2.3.3,
3.1.2, 3.1.7, 3.1.8,
3.1.9, 1.1.1, 1.1.3,
1.1.4, 1.2.1, 1.2.2,
1.3.2, 1.3.3, 2.3.3
Character Analysis Chart: Have students do the following activity with this chart
in mind, adding to it as they see connections. (See Appendix #32a-b.)
Focus for writing: If attitude determines the direction life can take, how
do the characters either use or ignore the 7 Habits?
Focus for Listening: How does optimism and pessimism affect deferments
of a dream? Can you choose your attitude? What potential
impact might an attitude have?
Answer Plan
1. Find and record on green sticky notes examples of the 7
Habits.
2. Find and record on red sticky notes examples of the
opposite of the 7 Habits.
3. Apply sticky notes to the appropriate Habit Poster.
Possible Answers
1. a. Asagai Be Proactive = I LIVE THE ANSWER! (p. 135)
- Begin with the End in Mind = Asagai studies in America so he
can facilitate independence in Nigeria
- Think Win-Win = I will teach and work and things will happen,
slowly and swiftly. (p. 135)
- Sharpen the Saw = Never be afraid to sit awhile and think.
(p. 137)
b. Beneatha Begin with the End in Mind = I remember
thinking that was the end of Rufusnext time I saw Rufus he had
just a little line down the middle of his faceI wanted to do that.
(pp. 132-133)
c. Ruth Put First Things First = Ill workIll work twenty
hours a day in all the kitchens in ChicagoIll strap my baby to
my back if I have to and wash all the floors in America and wash
all the sheets in America if I have to (p. 140)
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Macomb ISD 2007
2. a. Beneatha
- Be Proactive = while I was sleeping in that bed in there,
people went out and took the future right out of my hands!
(p. 134)
- Think Win-Win = What about all the crooks and thieves and just
plain idiots who will come into power and steal and plunder
the same as before (pp. 133-134)
CE3.2.5, 3.2.3
- Seek First to Understand, Then to Be Understood = Beneatha

spends most of the conversation with Agasai trying to be as
deflating as possible. She doesnt really listen to him, only
enough for negative rebuttals. (pp. 131-136)
b. Mama Think Win-Win = Sometimes you just got to know
when to give up some things (p. 140)
c. Walter Think Win-Win = Some of us always getting token.
(p. 141)
- Synergize = There aint no causes-there aint nothing but in
this world, and he who takes the most is the smartest-and it dont
make no difference how. (p. 143)
NOTE: Students will be performing a portion of A Raisin in the Sun, Act III on
Day 21, (pp. 143-151). Assign parts and make sure that assigned students have a
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Macomb ISD 2007
Days 21 and 22
Reading/
Listening/
Speaking
(40 minutes)
CE3.2.5, 3.2.3,
3.1.2, 3.1.9,
3.1.10
Complete the student performance of A Raisin in the Sun with pp. 143-151. (Parts
assigned Day 20.)
CE1.1.4, 1.2.1,
1.2.2, 1.2.3, 3.2.1,
2.3.1, 3.1.5, 3.2.2,
3.2.4, 3.2.5, 3.3.2,
3.3.3, 3.3.4, 3.3.6,
3.4.1, 3.4.2, 3.4.3,
4.2.2, 4.2.3, 4.2.4
After students have read page 145, distribute copies of Hope is the Thing with
Feathers, by Emily Dickinson, Sympathy, by Paul Laurence Dunbar, Theres
Hope, by India Aire, (See Appendix #42a-e.) and the Triple Venn Diagram.
(See Appendix #42f.) Place a copy of Hope is the Thing with Feathers on the
overhead and use the Talking to the Text strategy. (See Appendix #23a.) Be
sure to discuss Dickinsons view of hope. She emphasizes that hope is something
that cannot be taken away from any individual. For the poem Sympathy place a
copy on the overhead and explain to students that they will be performing a choral
reading. The underlined lines will be read in unison by the entire class and the
teacher will read the rest of the poem. The lines to be read together emphasize the
idea that the caged bird has a voice. Discuss with students the need for hope in
the birds situation. Teacher may also want to explain the connection between
Sympathy and the plight of African Americans during the reconstruction period.
Finally, teacher will play India Aires song
(http://music.aol.com/artist/indiaarie/475170/main) and ask students to comment
on Aires examples and her attitude toward life. After students have read and
discussed all three examples they will complete the Triple Venn Diagram (See
Appendix #42f.), comparing the concept of hope found in each of the selections.
Focus for Listening: What virtues taught in the Younger family make it
possible for a change in attitude that rededicates them
to their dreams?
Upon completion of the Triple Venn Diagram, read the following excerpt from
page 145:
Mama: Yes I taught you that. Me and your daddy. But I thought I taught you
something else too . . .I thought I taught you to love him.
Beneatha: Love him? There is nothing left to love.
Mama: There is always something left to love. And if you aint learned that, you
aint learned nothing. Have you cried for that boy today? I dont mean for
yourself and for the family cause we lost the money. I mean for him: what he
been through and what it done to him. Child, when do you think is the time to
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love somebody the most? When they done good, and made things easy for
everybody? Well then, you aint through learning because that aint the time at
all. It is when he is at his lowest and cant believe in hisself cause the world done
whipped him so! When you starts measuring somebody, measure him right, child,
measure him right. Make sure you done taken into account what hills and valleys
he come through before he got to wherever he is.
Have students respond aloud to the passage. The last activity for the day is to
have students complete the following constructed response for homework.
Constructed Response:
The authors listed above each emphasize the concept that hope endures all
things. The power of believing in oneself and in others often leads to success.
According to the Seven Habits of Highly Effective Teens, by Sean Covey the
fourth habit is classified with the idea of Think Win-Win. This is defined as
having an everyone can win attitude. Who in the play has exhibited the
ability to have hope even in the most desperate situations? Cite specific
examples from the play to support your opinion.
Take this opportunity to return to the big ideas, theme and essential questions of
the unit and discuss what has happened in the play in relation to these ideas. (See
below and Appendix #24.)
human motivation
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ACT English Test Grammar Activity Two: Have students complete the
grammar activity in Appendix #42g. Be sure to go over this activity as it
provides an opportunity for students to become acquainted with the ACT English
test.
KEY:
1.
2.
3.
4.
Speaking/
Listening
(55 minutes)
CE1.2.1, 1.2.2,
1.3.1, 1.3.4, 1.3.5,
1.3.6, 1.3.7, 1.3.9,
1.5.1, 3.1.6, 3.2.4,
4.1.1, 4.1.3, 4.1.4,
4.2.4, 4.2.5
c
b
c
d
Focus
Part of Walters dream is to have the money to be able to support his family in
what he believes is an ideal manner, like pearls for Ruth. Lindner seems to offer
an opportunity to get closer to that goal. Did Walter make the best choice? Using
evidence from the play, show how you think Hansberry would answer that
question.
Debate
Divide the class into two groups. Explain the format for a debate. (Each side
gives an opinion statement based on evidence from the reading. Each group is
allowed a rebuttal.) Each group prepares an opening opinion statement and three
possible rebuttals. A group representative presents the opinion and rebuttal.
Answer Plan (1 refers to Group 1, 2 refers to Group 2)
1. a. Find evidence that Walter made the best choice.
You may include references to the 7 Habits.
b. Think about your oppositions position and plan three rebuttals to,
Walter made the wrong choice.
2. a. Find evidence that Walter made the wrong choice. You may include
references to the 7 Habits.
b. Think about your oppositions position and plan three rebuttals to
Walter made the best choice.
Possible Answers
1. a. Walter made the best choice based on the most important dream of the
Younger family. In the Habits, Synergize, you work together to
achieve more. Mama reminded Walter about the 5 generations who
had worked as slaves and sharecroppers but had never been paid to
admit they were unworthy to walk the earth. (p. 143) Those
generations had worked to improve the family. Mama and Big Walter
continued by Beginning with an End in Mind. They dreamed of giving
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the family a house of their own. Walter made the best choice because he
listened sincerely (Habit#5) to Mama and turned down Mr. Lindners
offer. The family has achieved Mamas and Big Walters dream of
owning a home. (Habit #1)
b. (1) If the other group says the family needs the money now, remember
that Mama said, with four working adults the house, payments were
achievable. Also, remember Ruths impassioned speech about how hard
she is willing to work to earn the money necessary for the house.
(2) If the other group says that the family should use the money to move
to a neighborhood where they will be welcomed, remind them that Mama
said those neighborhoods offered less house for more money with less
than ideal living conditions. Walter let us know very clearly that he
doesnt want to drive someone elses car. He wants to own the car.
(3) If the other group says to take the money and split it so each family
members can use it toward their own goals, remind them that the money
came from the death of Big Walter. Essentially, the money should be
used to achieve his dream of a house for his family. Remember that
Asagai told Beneatha, Would you have had it at all if your father had
not died? (p. 135)
2. a. Walter made the wrong choice for the family because they will be
unwelcome in the neighborhood. Had Walter listened sincerely (Habit
#5) as Mr. Lindner warned that people can get awful worked up when
they feel that their whole way of life and everything theyve ever worked
for is threatened. (p. 119), he should not allow the move to continue.
Walter should Prioritize (Habit #3) by keeping the familys safety in
mind first. Mr. Lindners offer may be substantial enough for the family
to buy the more expensive home in a neighborhood where they will be
welcome. We dont even know if Walter has listened sincerely (Habit
#5) to the other family members who seem to have changed their minds
about moving at the beginning of the scene. Mama talks of plans to
fix this place up some. (p. 140) If Walter considers Synergize Habit
#6, he should work together with Lindner and his family to achieve more
than a hostile neighborhood for their dream home.
b. If the other group says that Walter made the right choice because it is the
dream of Big Walter and Mama, remind them that each family member
has their own dreams that will be deferred or forgotten altogether if they
move into the house. Walter will have to continue working for someone
else which will probably preclude his dream of owning his own business.
Ruth dreams of having her husband content and, with his dream lost,
Ruths will be also. If, as Ruth stated, there are four adults to work for
house payment money, Beneatha will have to work instead of pursuing
her dream of becoming a doctor. If the other group says that Walter
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made the right choice because the family will Synergize(Habit #6) and
work together to pay for the dream house. Remind them of Walters
drinking when he thought he would never have the opportunity to own
his own business. Can he be a productive contributor if he spends his
time and money drinking? Ruth wants a happy husband. Will she stay
with him or the family if Walter declines into alcoholism? In Scene One,
Walter talks about the fact that all of the other family members have
provided for Beneatha as she followed her dream. Will she continue to
expect support? Will she be one of the four adults who work for the
house payment? Or, will she leave with Asagai? If the other group says
that Walter made the best choice because the money for the down
payment on the house was earned at the cost of Big Walters life and the
house was Big Walters dream for his family, propose that what Big
Walters dream meant was an improvement for his family. Will the
family be improved if their safety is in danger? Will the family be
improved if they lose hope because they give up their personal goals?
Big Walter could choose to take Mr. Lindners offer, buy another house
where the family was welcome, and still improve the familys condition
substantially.
Writing
As a short culminating activity for A Raisin in the Sun, have students do a Quick
(15 minutes)
Write (See Appendix #19.) in response to the following prompt:
CE3.1.2, 2.1.1
Choose Walter or Beneatha and tell what they might have done differently to
realize their dream.
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Day 23
Speaking/
Listening/
Writing
(55 minutes x2)
CE1.1.1-1.1.8,
1.2.1, 1.2.2, 1.3.1,
1.3.3, 1.3.4, 1.3.5,
1.3.9, 1.4.3
Use the following persuasive prompt modeled on the ACT Wrting test to
encourage students to take a wider view of the American Dream. (See Appendix
#43 and 44a-b for ACT rubric.) This will help them deal with many of the
essential questions and the disposition, "Critical Response and Stance." (We want
students to take a critical (characterized by careful analysis and judgment) stance
(a selective attitude about what is to be retained from reading, etc.). We want
students to become critics - "who form and express judgments of people or things
according to certain standards or values." (Webster's New World Dictionary,
Prentice Hall, 1991).
ACT Writing Prompt
Some individuals believe that the American Dream cannot be achieved by all
people. Those who believe this say that our culture contains too many roadblocks
and obstacles, such as prejudice, poverty, and social inequality. Others believe
that America is the land of opportunity and that if you dream it, you can achieve
it. They cite the various rags to riches stories in our society, as well as the
numerous individuals who have stumbled upon success or have worked hard to
rise to the top.
In your essay, take a position on this question. You may write about either one of
the two points of view given, or you may present a different point of view on the
question. Use specific reasons and examples to support your position.
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Day 24 and forward
Listening/
Speaking/
Writing
CE1.2.4, 1.1.5,
2.3.2, 2.3.5, 2.3.6
Reflecting on Reading and Writing: An important goal of this unit is for

students to reflect on their growth as readers and writers. As readers, listeners and
viewers, students have been encouraged to engage in self-assessment while
monitoring their comprehension and using a variety of strategies to overcome
difficulties when constructing and conveying meaning. Have students return to
their reading/viewing logs to reflect on the variety and diversity of their reading
and viewing habits. Have them answer the following question, What have I
learned about myself from what I have chosen to read and view on my own during
this unit? Also have students return to their portfolios or collections of writing
prompt writing, Quick Writes, answers to Focus Questions, Think-(Write)-PairShare notes, Response to Literature, etc. to assess strengths, weaknesses and
development as a writer. Have students reflect on two pieces of unit writing that
represent best effort.
(Time will vary

depending on
number of
culminating
activities chosen.)
Culminating Activities 1-8 Below are a variety of culminating activities that

can be used to assess and extend student learning at the end of this unit.
Teachers may choose any activity or combination of activities or have their
students choose a culminating project from the list below. In making your
choices, please note that different activities cover different Content
Expectations.
CE1.1.1 -1.1.8,
1.2.1, 1.2.2, 1.3.1,
1.3.3, 1.3.4, 1.5.1,
2.2.2
Culminating Activity #1: This I Believe

Introduce this culminating activity by saying something like, You began this unit
writing about your dream or vision for your life. You have read and discussed A
Raisin in the Sun dealing with the question, Have or will the characters reach
their version of the American Dream? Why or Why not? You have also studied
various versions of the American Dream. Now it is your opportunity to reflect
again on your vision/dream for your life and make your beliefs public by
participating in the This I Believe project. We will study the requirements for
participation, and you will write and submit your This I Believe essay. Go to
www.thisibelieve.com and click on For Educators at the bottom of the page.
This will bring up teaching plans that will help you prepare students to write and
submit to NPR their own This I Believe essay. To provide one more model of a
This I Believe essay, use Appendix #45.
CE1.1.1 -1.1.8,
1.2.1, 1.2.2, 1.3.1,
1.3.3, 1.3.4, 1.5.1,
1.3.7, 1.4.3, 3.2.4,
Culminating Activity #2: Life = Risk

Introduce this culminating activity by giving the premise for Life = Risk,
Throughout the study of A Raisin in the Sun, we have followed the characters as
they have tried to reach their version of the American Dream. We have discussed
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1.3.8, 1.3.9, 1.4.1- how each character might have used The Seven Habits of Highly Effective Teens
1.4.7, 1.5.2, 1.5.3, by Sean Covey to help realize their dreams. In this activity we will consider the
1.5.4, 1.5.5, 2.1.8, premise that to succeed in life you have to take risks. We will also consider what
2.1.9, 2.3.4, 3.1.2, one person might learn from other people who have achieved success in life.
4.2.2
Then say something like, You will begin working on the culminating activity
Life = Risk. You will create a researched-based, multimedia presentation that
explores Walter Lee as a leader and compares him to another famous leader.
Next, ask the students to use the Think-Pair-Share strategy (See Appendix #13.)
on the following question:
Do you think Walter Lee is a leader or a loser?
After 3-5 minutes, have volunteers share with the entire class what they discussed
with their partner. Ask why people might think Walter Lee is a loser and what
leadership characteristics, if any, he possesses. Create a list of loser and
leader qualities on the board.
The students should be directed towards the understanding that, although he failed
miserably in his business venture, Walter Lee has leadership qualities because he
is visionary, fearless, and takes risks. Reread the following passage from Walter
Lee to George to the class:
Hows your old man making out? I understand you all going to buy that
big hotel on the Drive? Shrewd move. Your old man is all right, man. I
mean he knows how to operate. I mean he thinks big, you know what I
mean, I mean for a home, you know? But I think hes running out of ideas
now. Id like to talk to him. Listen, man, I got some plans that could turn
this city upside down. I mean think like he does. Big. Invest bit, gamble
big, hell, lose big if you have to, you know what I mean. Its hard to find a
man on this whole South side who understands my kind of thinkingyou
dig? Me and you ought to sit down and talk sometimes, man. Man, I got
me some ideas
Ask the students to respond to the following prompt in a one page Quick Write:
(See Appendix #19.)
What is the relationship between taking risks, the American dream

and success?
Now, show the Famous Failure video.

http://www.bluefishtv.com/ProductDetails.aspx?cid=1005&id=1378&f=s1m&cc=
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&csc=&ldr=&s=famous%20failures
(When you click on the above link a clip from the video will automatically start
playing. You may choose to purchase the entire video for $1.99, but for this
activity, the clip is enough. The clip is one minute and fourteen seconds long).
Discuss with the class the relationship between success and the American dream.
Guide them towards the insight that success is the fulfillment of the American
dream to many Americans.
Create a scale of 1-10,000, in thousand dollar increments, on the board, several
feet wide. Ask students: Would you risk it all? If you had $10,000 to invest in
your ideas, how much would you risk knowing that this was the only money you
had in the world? Have all students come to the board and place a mark
(substitutions include: a sticky or their initials) on the number that represents the
amount theyd be willing to risk to fulfill their American dream.
Next, pass-out the Life = Risk road map (See Appendix #46a-b.), read over
with students, answer any questions and have the students make the following
decisions: who they will research, what medium they will use to present (3) their
work, and find passages in the book that relate to Walter Lee and his road map to
achieving his dreams.
Plan 2-3 days in the media center for students to work on their presentations. See
the rubric for project requirements. (See Appendix #46c.)
Choose from the following Culminating Activities or complete them all:
CE1.1.1, 1.1.2,
1.1.3, 1.1.4, 1.1.5,
1.1.6, 1.1.7, 1.1.8,
2.1.1, 1.2.2, 3.1.5,
3.1.6, 3.1.10
Culminating Activity #3: Comparative Response to Literature

Using the following prompt will help students reflect on the actions of the
characters in the play through the lens of The Seven Habits of Highly Effective
Teens: With students, create a chart to summarize how major characters from A
Raisin in the Sun failed to realize their dreams and also how they might have
realized their dreams. Using ideas from The Seven Habits of Highly Effective
Teens, brainstorm with students, how characters might have acted differently in
order to realize their dreams the dreams that were deferred. Model how you
would complete the summary chart in Appendix #47a using the information
about Beneatha and her dream in Appendix #47b. Then you might have students
create their own summary charts for Walter and Mama using Appendix #47a.
Option: After students have created their individual charts, you might allow them
to use the chart and other character charts they have created during the unit in
answering Focus Question #8.
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The question (See Appendix #48.), checklist (See Appendix #48.) and a scoring
rubric (See Appendix #49.) are also included on separate sheets for your
convenience.
Focus Question #8 (May be used independently or with Culminating Activity #3)
Walter, Beneatha and Mama from A Raisin in the Sun failed to realize their
dreams. Identify the dream that was deferred and tell what each character,
Walter, Beneatha and Mama could have done differently in order to realize
that dream. Refer to advice from The Seven Habits of Highly Effective Teens
that each character might have taken to reach his or her dream. Use details
and examples from each of the two selections in your answer.
Use the following rubric and checklist as you write and review your response:
CHECKLIST FOR REVISION:
_____ Do I take a position and clearly answer the question I was asked?
_____ Do I support my answer with examples and details from both of the
selections?
_____ Is my writing organized and complete?
CE1.1.1 -1.1.8,
1.2.1, 1.2.2, 1.3.1,
1.3.4, 1.3.7, 1.3.8,
1.4.2, 1.4.4, 1.4.5,
1.5.2, 1.5.3, 1.5.4,
1.5.5
Culminating Activity #4: Raisins to Reality

Overview:
Students will research, report and try to persuade other group members that his or
her plan for spending the an insurance check worth $100,000 is the best plan.
(See Appendix #50.)
Activity
Begin by putting students into groups of 4. Have each student decide who they
are going to be: Lena (See Appendix #51.), Walter (See Appendix #52.), Bennie
(See Appendix #53.) or Ruth (See Appendix #54.).
Once the y have decided their role, have them brainstorm the pros and cons of
spending the $100,000 on what their character thinks it should be spent on. Next,
they begin researching their characters dream:
Lena- needs to research how much it would cost to put a 10% down payment on a
house in Southside Chicago, mortgage payment, homeowners insurance etc.
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Ruth- needs to research how much it would cost to raise another child, including
health insurance, supplies, etc.
Walter- needs to research how much it would cost to start his own business. It
cant be a liquor store because Mama wont allow it. He needs to know start-up
costs, payroll, inventory, etc.
Bennie- needs to research how much it is going to cost to continue going to
college, the cost of medical school, books, tuition, etc.
All the characters must provide the following to their group in report form,
preferably, multimedia:
A proposal
List of expenses, total cost
Benefits of spending the money on their dream
Once all proposals have been presented to the group, discussion is to follow
within the group. Finally, a vote is taken to see how the money is going to be
spent. After which each group member should write a reflective piece explaining
why they voted the way they did and telling if they are happy with their decision.
Have students complete the chart in Appendix #55.
Have students reflect on their decisions using the following: (See Appendix #56.)
Reflect on the decision you made. Why did you choose the proposal you chose?
If it is different from your proposal, why did you decide to vote for someone
elses proposal? How did they convince you that you would benefit by voting for
their proposal?
If everyone voted for your proposal, how did you convince them to vote for your
proposal? From your group discussion, how do the others feel they will benefit
from your proposal?
Finally, are you happy with your groups decision? Explain your answer.
CE1.2.1, 1.2.2,
3.1.2, 3.1.3, 3.1.9,
3.2.4, 3.2.5
Culminating Activity #5: Profundity

Use the Profundity Scale for Narrative to help students more clearly identify the
truths and lessons from this play. (See Appendix #57a-b.)
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Note to Teachers: Profundity Scale is a heuristic that helps students see through
the surface of the story (physical plane) to the deep-level meaning at the theme or
universal truth level. The lens, the story grammar, is clarified by what the author
has intended to be understood: the setting, characters, problem, plot, events, and
resolution. The seven plans of the Profundity Scale systematically organize
thinking and give structure for delivering the core foundation of the text to find
the lesson, theme, or principle. The discovery will ring true in other texts, in
life, and in other content areas.
The Profundity Scale provides a perspective for comprehending something
unknown through the known; promoting analogical and metaphorical thinking to
solve problems and gain insights. It may provide an ah ha or give us
unexpected insight. It is a heuristic device that leads us to discover new
knowledge or new understandings.
To compare two characters from the same text use the Comparing Characters form
(Appendix #57a, which provides spaces for the seven planes of profundity for
both characters. This will help students compare the actions of two different
characters in the same text.
Model for students with the character Beneatha how to move from a characters
actions to transformational thinking. Talk them through the selection of the three
actions (one at the turning point of the story). When you reach the analogical
planes, let students think of comparisons to their lives or their world. Make your
thinking public as you fill in each plane.
Using a blank Comparing Characters form (See Appendix #57b.), ask students to
compare Mama and Walter. They should work together in small groups to
complete the task. Share charts at the end of the session. Identify the pearls of
wisdom gained from doing the character analysis.
CE1.2.1, 1.2.2,
1.2.3, 1.5.1, 3.2.1,
3.2.2
Culminating Activity #6: Rewriting Harlem: A Dream Deferred

Ask the students to review the poem, Harlem: A Dream Deferred. (The poem
is reproduced at the beginning of A Raisin in the Sun.) Working in small groups,
students are to identify and write the verbs they find in the poem: dry, fester,
run, stink, crust, sugar over, sags and explode.
Next, they are to think of the dreams of the characters they have just encountered
in this unit and add the verbs that describe what happened to their dreams. They
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could be hovers out of reach, stagnated, withered, moved out of reach,
stretched thin, floated aloft, moved away, faded into memory, was only a
memory, lacked a body, or only had a refrain etc.
The next activity could be used or not used, depending on time and the students
level of grammar knowledge. This is to take the verbs and build similes like those
in the poem: (See Appendix #58.)
Does it hover out of reach
like the numbers on the lottery board?
Or wither away like a celery stalk
that was kept beyond its prime?
Does it fade away like a summer tan?
Or freckle and turn yellow/orange
Like it came out of a can?
Maybe it just stretches thin into the horizon
Like the telephone wires on an endless road.
After they have explored more dreams that have been dashed now they turn to a
new focus and that is Dreams Realized. They brainstorm words that show a
dream coming into fruition: arrives, realized, come true, happens, steps out,
occurs, flourishes, blooms, abounds, ripens, reveals,
And they try their hand at writing similes like the ones above. (See Appendix
#58.)
Does it come abounding
like my unleashed pet Labrador?
Or flourish like a summer rose
And brighten the garden?
Does it ripen like an apple?
Or slowly reveal its sweet
Like a carefully concealed melon?
Maybe it blooms
Like summer in an English garden.
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Participants write a stanza for their own dream and decorate the paper. (marking
pens or graphics on the computer) They are to put them on the wall of the
classroom. (See Appendix #58.)
Does it hurl itself against the current
Like a salmon fighting its way upstream
Or twirl one last wobbly time
As a top depleting its centrifugal force?
Does it stretch out its pedals to get the last of summers sun?
Or drop its head down
and wait for the frost?
Maybe it just forgets it has limits and goes on and on
Like the Duracell Bunny.
CE1.1.1, 1.1.2,
1.1.3, 1.2.1, 1.2.2,
1.2.3, 1.3.7, 1.5.1,
1.5.3, 1.5.4, 1.5.5,
2.1.1, 2.1.4, 2.1.6,
2.1.8, 2.1.9,
2.1.10, 2.1.11,
2.2.1, 2.2.2, 2.2.3,
2.3.1, 3.1.7, 3.2.4,
3.4.2, 3.4.3, 3.4.4,
4.1.3, 4.2.5
Culminating Activity #7: Advertising and the American Dream - Misleading

Cigarette Advertisements
Tell the students the sometimes other people can influence our dreams and our
view of what success is. One such influence is magazine advertisements.
Have the students look at the cigarette ads (See Appendix #59a-d.) and answer
the questions individually in writing:
1. What group(s) of people (age, race, culture) is the tobacco company trying
to reach?
2. What is the message? "If you smoke this brand of cigarettes, you will ......"
To what part of the American Dream does each advertisement appeal?
3. How is this ad misleading?
4. Why would the tobacco companies publish advertisements that are
misleading?
5. Do you feel these images influence people decision to smoke either
consciously or subconsciously?
After students have individually answered the questions, initiate a class discussion
about the advertisements and what the students thoughts are regarding them.
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Next, have students create truthful advertisements that portray what they feel
really makes people successful:
Begin by having the class brainstorm what makes someone successful and what
steps they have to take to obtain that success. Stress the idea that everyone has
their own definition of what success is or what reaching any part of the American
Dream is.
For example:
Career
Education
Family
Friends
Happiness
Volunteering
Money
House
Kids
After students have created their advertisements, have them participate in a gallery
walk. To create a gallery walk, hang the advertisements around the room and
create a clear path for the students to travel to each advertisement. As a group,
move from advertisement to advertisement while having the creator of the
advertisement explain his/her creation and the reasoning and meaning behind it.
CE1.2.1, 1.2.2,
1.3.7, 2.1.1, 2.2.1,
2.2.2, 2.2.3, 3.1.2,
3.2.1, 3.3.5
Culminating Activity #8: Whose dreams do you follow? Two Kinds by

Amy Tan
Tell the students that they are going to be reading an excerpt from The Joy Luck
Club, called Two Kinds. It is a true story about the author, Amy Tan, as
Chinese-American. In the story, the author has to decide how she will fulfill her
dreams and her mothers dreams for her.
Pass out the Statements to Consider (See Appendix #60a-b.) and ask students to
read the statement and decide whether or not they agree with those statements and
provide an explanation for their decisions. Model this with the first statement by
sharing your thoughts with the students.
Once the students are finished, have them share their responses in small groups
(4-5) to create a meaningful discussion. Each student should provide his/her
group with an explanation for each answer.
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After the groups have discussed their opinions, have a whole class discussion
about each of the statements. You may want to ask for a show of hands before the
discussion and record these numbers. Its interesting to go back and compare the
majority opinion with that of the author.
Next, read Two Kinds (See Appendix #61a-h.) with the students. Stop and
subtly discuss significant points in the story that come back to the Statements to
Consider.
After the story has been read, have students finish the Statements to Consider
worksheet by deciding the authors opinion and provide examples in the text that
support their answers.
Again, have them meet in small groups to discuss their answers.
Finally, have a whole class discussion about the authors opinions. Then compare
the class opinions to that of the author and have a discussion with the class over
the results.
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Teaching Plan-Raisin in The Sun

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Teaching Plan-Raisin in The Sun

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Learning Lifes Lessons through Literature - ELA High School Unit Macomb ISD

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

The Seven Habits of Highly Effective Teens by Sean Covey

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Students may need to continue to work on their drafts.

Is the central idea or point of the writing clear?

Students who have successfully finished peer-editing, should make revision

Reflecting on Reading and Writing: An important goal of this unit is for

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

The Seven Habits of Highly Effective Teens by Sean Covey is written to be

Henry Wadsworth Longfellow (1807-1882)

TELL me not, in mournful numbers,

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Focus for Listening/Reading:

Optional: Share author information about Lorraine Hansberry by reading aloud

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Focus for Reading/Listening: While reading, discussing and writing about

Macomb ISD 2007

What must happen fo r The American Dream to come true?

Macomb ISD 2007

Horatio Alger's books

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Introduce A Raisin in the Sun by Lorraine Hansberry by saying something like,

hint about the plot (an embattled Chicago family...),

Macomb ISD 2007

Form and Features:

Macomb ISD 2007

Macomb ISD 2007

Character Analysis Chart: Model completing a portion of the chart based on

American Dream Character Analysis - Model

Wants money for

Macomb ISD 2007

Macomb ISD 2007

OPTION: Intergenerational Interview Activity

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

Macomb ISD 2007

1. Dream: Walter wants a business so he will become rich.

Macomb ISD 2007

Macomb ISD 2007

7 Habits Poster Data Wall:

Macomb ISD 2007