Lesson Plan: Central Focus: Literary analysis of the play A Raisin in the Sun by analyzing characterization, plot, setting,

figurative language, theme and symbolism

English
Class

9-12 Grade
Grade Level

January 1
Date

Academic Learning Objective: The students will be able to analyze an important theme for the play and will be able to complete a poetry analysis and create an original poem. Content Standards: Academic Language Development/ Support: Vocabulary Words: Deferred FESTER MONTAGE Assessment:Informal: The Students will be able to analyze and create an original poem. Formal: The students will be able to identify figurative language used

Instruction (engaging students in the construction of meaning) : Agenda will be posted. The students will know what to expect during the class period. How will you begin the lesson?

Activity 1. What is the American Dream? Lead students in a succession of questions that engages them in a discussion about the concept of "The American Dream." I will record students' responses on a board or on large display paper. Ask the students the following questions: 1. Why do people from other countries immigrate to America?

2. When we talk about "The American Dream", what do we mean? What are some of the obstacles to achieving the American Dream? 3. Which groups of people have had trouble attaining "The American Dream"? (There are a variety of acceptable responses to this question. E.g. Native Americans, Irish Americans, African Americans, Chinese Americans, and Japanese Americans, as well as the poor and women.) 4. Given the obstacles that some Americans have to overcome, what makes the American Dream appealing? Have students write out their definition of "The American Dream". Allow students to read their definitions aloud and elaborate on them as they see fit.

Body of Lesson Activity 2. Poetry Analysis and Original Poem

1. Place the definition to the following words on the board or on large display paper: defer, fester and Montage. Review with students. 2. Poetry Analysis: Read the poem "A Dream Deferred" by Langston Hughes, think about the question
below

. "A Dream Deferred"

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? By Langston Hughes

Analysis Questions: a. What does this poem say? b. What is the structure of this poem? c. What images does this poem create in your mind? d. What emotions does this poem evoke? e. What meaning can be found in this poem? Students will work on answering the questions individually. Once complete the students will be allowed to share their answers for classroom discussion. 3. I will go over the following template with the class and model how to complete it. Students will be given the following template to write their own version of the poem.
What happens to a _______ ________? ( noun/verb)

Does it _______ ________ ( verb/adverb) Like a _______ in the _________? (noun/noun) Or _______ like a _______(verb/noun) And then _______?(verb) Does it _________ like __________ (verb/ adjective) _________? noun Or ________ and ________ (verb/ verb) ___________(adverb) like a ________ _________?(adjective/ noun) Maybe it _______ ________(adverb/ verb) like a _______ ________.(adjective/ noun) Or does it _________? (verb)

Original by Langston Hughes Adapted by __(Write Your Name Here)

3. Tell students that the preface to A Raisin in the Sun is the poem "A Dream Deferred" by Langston Hughes. Ask the students to answer the following questions. 1. What do you think is the purpose of a preface ? 2. Why do you think Hansberry chose this poem as her preface?

Monitoring for Understanding 1. While analyzing the poem I will check periodically to make sure all students are engaged and comprehend the material. I will walk around the room to check for individual participation in the form of note taking/written work. I will assist students when assistance is requested . Closure The students will complete their original poems and they will be called randomly to share with the class. The students will need to turn in their work Accommodations (for example EL, Special Needs, GATE, reading levels, etc.): 7. The overhead projector and the white board will be able to provide a visual for all students and or special needs learners.

Extending the Lesson (HW, Think about, Ask ):

Reflection/ Next Steps (What worked? What did not work? What will you do tomorrow? Why?):