ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

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

SequenceSkills Resources Assessment Instructional

Strategies

1. What is a dream deferred and how do you know?

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Students will be able to:use the TPS-FASTT method to analyze the poem “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes focusing. (RL.4, L.5)

identify the theme of the poem and provide evidence from the text to support the theme. (RL.2)

write an evaluation of Nike’s interpretation of the poem to determine if the commercial supports the theme.(RL.7, W.1)

Extended/Short Texts:“Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes

Electronic Resources and Alternative Media:“Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hugheshttp://www.poetryfoundation.org/poems-and-poets/poems/detail/46548 Nike ad for “Harlem: A Dream Deferred”https://www.youtube.com/watch?v=QrfLQpN2gZs

Instruction:Go over the TPS-FASTT method of analyzing poetry (make a PowerPoint for a visual)

After going over the steps, give students the handout on TPS-FASTT and allow them to complete it with a partner.

Formative Assessments:1. Application of TPS-FASTT analysis of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes

2. Short argument: Does Nike accurately embrace the theme of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes

Notes on TPS-FASTT method of analyzing poetry

Partner analysis of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes

Whole group discussion

Watch and respond to commercial

Individual writing: Does Nike accurately embrace the theme of “Harlem: A Dream Deferred” or “Montage of a Dream Deferred” Langston Hughes?

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

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

Whole class discussion to check for understanding.

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

2 Where is the dream deferred?

Students will be able to:draw evidence from electronic resources to examine Representative John Lewis’s contribution to American history and culture. (W.9, SL.4)

analyze “Reflections on a Dream Deferred” by Representative John Lewis for central idea.(RI.2)

write an argument supporting or refuting Representative Lewis’ position. (W.1)

Extended/Short Texts:“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes

Electronic Resources and Alternative Media:Teaching Tolerance: Lessons We Can Learnhttp://www.tolerance.org/toolkit/lessons-we-can-learn“Reflections on a Dream Deferred,” Representative John Lewishttp://www.tolerance.org/magazine/number-33-spring-2008/feature/reflections-dream-deferredInstruction:This module is adapted from Teaching Tolerance: Lessons We Can Learn from the Southern Poverty Law Center. Most resources come from the

Formative Assessments:1.Timeline of the life of Representative John Lewis2. Annotation of “Reflections on a Dream Deferred,” Representative John Lewis

Summative Assessments:Assign one of the prompts or allow students to choose one of these two prompts.

1. Rep. Lewis feels as though "the dream of Martin Luther King, Jr. still has not been realized." What was Dr. King's dream? Do you agree with Congressman Lewis' statement? If Dr. King were alive today, how do you think

Computer research

Gallery Walk of timeline

Close reading/Annotation strategies

Small to whole group discussion

Argumentative Essay/letter using annotated text, poem, and personal experience as evidence

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

Achieving the Dream Deferred: Poetry and Drama in the 20th Centurylinks in the electronic resources section.

COW or Computer Lab

Students work in pairs to research Representative John Lewis. Create a timeline of his life paying particular attention to his contribution to the Civil Rights Movement. Gallery walk of the timeline.

Close reading/annotation of “Reflections on a Dream Deferred,” by Representative John Lewis

Small to whole group discussion:What is the central idea? How does it correspond to the theme of “Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes

Write an argumentative response to “Reflections on a Dream Deferred” prompt from Teaching Tolerance: Lessons We Can Learn

he would feel about our progress or lack thereof?

2. Take the "final analysis" described by U.S. Rep. John Lewis in the last paragraph of his essay as a challenge. Write Rep. Lewis a letter — a direct response to his challenge — explaining what you can do as a young person, as a class, or in the future when you're an adult, to bring us closer to achieving Dr. King's dream.

3. Family Dynamics: What would your

Students will be able to:

work in groups to present the

Extended/Short Texts:A Raisin in the Sun, Lorraine Hansberry

Formative Assessment:Small group discussion/presentation of

small group discussion/presentation

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

Achieving the Dream Deferred: Poetry and Drama in the 20th Centuryfamily do?

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decisions of their family to the class in a logical manner recognizing the potential for different outcomes. (SL.4)

read as a class A Raisin in the Sun act I, scene I to evaluate how the characters develop, interact, and begin to develop a theme. (RL.2)

Instruction:Put students in groups of four or five. This group is their family. Give the pre-reading activity.

Each group shares with the class the outcome of their discussion and why their choice was better than the others.

Individually students write the answer to the bonus question.

Ask for volunteers to read The roles in Act I are Ruth Younger, Travis Younger, Walter Lee Younger, Beneatha Younger, Lena "Mama" Younger, and Joseph Asagai. A volunteer "stage manager" is asked to read the stage direction, as well.

The reading volunteers (rotate volunteers to provide as many students an opportunity to read as possible) Pause when necessary to check for understanding and discuss dialect/word choice. Identify the two potential themes that develop in act I, scene I. Ask students why the stage directions are important and how do the directions contribute to

pre-reading activity

Summative Assessment:Response to bonus question (save responses for a future activity)

Short response writing

Read aloud

Whole group discussion of theme

Individual creation of character and theme chart based on whole group discussion

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

Achieving the Dream Deferred: Poetry and Drama in the 20th Centuryunderstanding the characters and plot.

4. The meaning of words, a close examination of word use in Raisin in the Sun

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Students will be able to:identify and explain how portmanteau words nuance a characters speech and engage the audience (RL.4 and L.5)

develop questions that require responses with strong textual evidence to support the analysis of act1, scene 2. (RL.1)

Extended/Short Texts:A Raisin in the Sun, Lorraine Hansberry“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes

Instruction:Define portmanteau words and give an example from Raisin in the Sun. This activity also serves as a review of act 1, scene 1.

Students work in groups to create their own list of commonly used portmanteau words that they know—students may use a COW or their phones to looks some words up. Students say how they use or have heard these words used. Also what does it say about their culture/community? Each group shares an example—write examples on the board. Once a word is shared, it cannot be repeated. Therefore the number of examples will equal the number of groups.

Formative Assessments:Portmanteau word chartsMake Your Own Study Guide

Summative Assessments:Written responses to the Make Your Own Study Guide

Notes on Portmanteau words

Group word—small group to whole group discussion

Small group reading

Writing DOK 2 and 3 questions for response and discussion

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

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

Then students make a list of portmanteau words in Raisin in the Sun. How does the use of portmanteau words shape the character? What does the use of these words say about the character’s culture/community?

Small group reading: Put students in groups of six if possible to represent the 6 characters in scene II. Students will assign characters and read the scene aloud. Then they will complete the “Make Your Own Study Guide.”

Once study guides are complete, collect them and pass them out to different groups. The groups work together to answer questions using evidence from the text. The teacher can collect the responses and assess them and/or have the student share their responses in a discussion.

5. Module Title

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Students will be able to:write a reflective analysis of Act 1 using evidence form the text to support your conclusions. (RL.1 and W.9)

Extended/Short Texts:A Raisin in the Sun, Lorraine Hansberry“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes

Formative Assessments:Writing about Larraine Hansberry’s history and motivation for writing this play

Independent written refection

Exit ticket

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

Achieving the Dream Deferred: Poetry and Drama in the 20th Centuryinvestigate the author’s personal history and the play’s connection to the Civil Right movement. (RI.7)

Electronic Resources and Alternative Media:“Reflections on a Dream Deferred,” Representative John Lewishttp://www.tolerance.org/magazine/number-33-spring-2008/feature/reflections-dream-deferred

Instruction:Give students the reflection prompts. Allow time for them to sketch or outline their responses and write a reflection on Act 1 using evidence from the text.

Now that the students are engaged in the play, introduce the author’s personal history. This information can either be given as notes or formed into questions for independent research. Then ask students to answer these questions as an exit ticket. How did Lorrain Hannsberry’s personal experiences influence the play? Now that you know some of the author’s personal history, how has it changed how you view the play and the Younger family?

Summative Assessments:Guided reflection on Act 1

6. Act II, what Students will be able to: Extended/Short Texts: Formative Assessments: Homework

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

Achieving the Dream Deferred: Poetry and Drama in the 20th Centurywill the Younger family do?

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read act II, scene I independently and respond to questions. (RL.1)

read the remainder of act II in whole and small groups and respond to questions (RL.1)

A Raisin in the Sun, Lorraine Hansberry

Instruction:Assign Act II, scene I as homework with study questions. Students answer questions in complete sentences using evidence from the text. Write questions on the board; ask for volunteers to write answers on the board. Students walk around the room reading the responses and adding to the answers when necessary. Check for understanding of act II, scene I.

Returning to reading out loud as a class for scene II.

Continue whole class reading or return to small group reading for Scene III.

Give study questions in class or as homework

Responses to study questions over Act IIStudent continue to add information to their character charts

Whole group and small group read aloud.

7. Module Title

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Students will be able to: perform Act III of the play and demonstrate their understanding of the characters and stage directions (SL.4)

Extended/Short Texts:A Raisin in the Sun, Lorraine Hansberry

Instruction:

Formative Assessments:Performance of Act III

Collaborative performance

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

Achieving the Dream Deferred: Poetry and Drama in the 20th CenturyDivide students into groups of 8: the seven characters and the director. If 8 is an unwieldy group number, create groups of 4 or 5 and divide the act III into two parts.

Students will present all of or part of Act III depending on how the teacher set up the groups.

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

8. What happened to the dream deferred?

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Students will be able to:write an argumentative essay using claim, warrant, reason, evidence, and counterclaim to respond to a prompt (W.1)

Extended/Short Texts:A Raisin in the Sun, Lorraine Hansberry“Harlem: A Dream Deferred,” or “Montage of a Dream Deferred” Langston Hughes

Electronic Resources and Alternative Media:“Reflections on a Dream Deferred,” Representative John Lewishttp://www.tolerance.org/magazine/number-33-spring-2008/feature/reflections-dream-deferredMLA formathttps://owl.english.purdue.edu/owl/resource/747/01/

Formative Assessments:Pre-writing activities

Summative Assessments:Argumentative Essay in MLA format

AKO School City Assessment

Notes on using claim, warrant, reason, evidence, and counterclaim

The pre-writing activities the teacher deems appropriate to the prompt(s).

Word processing for publication

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

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

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

Once the pre-writing activities are completed, students will need to go to a computer lab or get a COW to type their essay and put it in MLA format.

9. A contemporary take on Raisin in the Sun

Students will be able to:analyze how the movie version of the play interprets the source text (RL.7)

Extended/Short Texts:A Raisin in the Sun, Lorraine Hansberry

Electronic Resources and Alternative Media:2008 version of Raisin in the Sun

Students watch the film and take notes on:What are differences between the text and the film?How the characters are portrayed in the film—does it follow their character chart?Why do you think certain parts were left out or added?This movie was made in 2008, does the movie reflect the social/racial issues of the late 1950s or today?

Formative Assessments:Response to questions on movie

Summative Assessments:Critique of the film.

Watch a film for details that connect to the play.

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

ELA Unit-at-a-GlanceGrade 11, Quarter 2, 3-5 Weeks

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

After the film is over, students use the responses to the questions to write a critique of the movie. Students will use evidence to support their analysis.

If time premits, return to the bonus question of the pre-writing as ask them to revise it based on what they have learned from this unit.

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