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Unit: Raisin in The Sun

Unit Goals and Objectives

Big Idea: How does race impact our daily lives? How does the media use persuasion to convey

a message?

Objectives:

General Objective: Students will critically analyze their own lives in relation to the text and

advertising visuals. Students will understand that visuals play a role in shaping public opinion.

When reading, students will compare their own understanding of society and social interactions

to the motives of the characters. Students will understand the historical events that took place in

the 1950’s still carry on today. The play, along with visuals, will help students visualize racial

tensions of the time period and the different ways people vocalized their opinion on race.

Students will compare themes found in both the play and political cartoons. Students will then

break down the visuals and cartoons using persuasive techniques. In the end, students will

create their own visuals using the persuasive techniques covered in class.

VA SOL:

11.1 The student will make informative and persuasive presentations. a) Gather and organize evidence to support a position. b) Present evidence clearly and convincingly. c) Address counterclaims. d) Support and defend ideas in public forums. e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f) Monitor listening and use a variety of active listening strategies to make evaluations. g) Use presentation technology. h) Collaborate and report on small-group learning activities. 11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. b) Use media, visual literacy, and technology skills to create products. c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. d) Determine the author’s purpose and intended effect on the audience for media messages

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. a) Describe contributions of different cultures to the development of American literature. b) Compare and contrast the development of American literature in its historical context. c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres. d) Analyze the social or cultural function of American literature. e) Analyze how context and language structures convey an author’s intent and viewpoint. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Explain how imagery and figures of speech appeal to the reader’s senses and experience. h) Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose. i) Read and analyze a variety of American dramatic selections. j) Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in American literature. k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

National Standards:

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

3. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

4. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

5. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

6. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

7. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

8. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

9. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Assessment Plan

Learning Outcomes:

· Students will create a visual to pitch an opinion found in a cartoon or the play

· Students will participate in warm ups and exit slips to develop original opinions

· Students will analyze societal themes carried in literature and visuals

· Students will use discussion to critically analyze the play

· Students will reflect on an events that took place during the 1950’s

· Students will practice SOL questions

Students will fill in character sheets to help analyze character and human traits

Lessons:

Hook (Day One):

SOL’s: 11.2

Objective: How does images affect our interactions with one another? What tools do advertisers

uses to persuade their audience?

Materials: PowerPoint with visuals, video on political cartoons (embedded in powerpoint) and

Bloom’s worksheet for all the visuals

KUDS:

Students will know that each image uses persuasion

Students will understand that images help form opinions about race

Students will discuss with other another the value of each image

Students will writing down their opinion on a sheet of paper

Students will write down what they see and feel when observing images

Students will hypothesis the importance of images

Visual Discovery Lesson (7 Images)

(5 minutes) Students will be given a set of questions to answer (the lowest level of Bloom’s

taxonomy) based on an image presented on the board. Students will be asked to answer those

questions on a separate sheet of paper (all answers will be turned in and graded at the end of

class). Students will analyse the first picture with the class. Questions will be as follows:

1. What imagery is used in the image?

2. What do you see?

3. Who? What? Where?

(5 minutes) After students finish answering the questions by themselves, they will participate in

a “think, pair, share”. As a class, we will then discuss what students see.

(5 minutes) Next students will be asked to interpret the picture and make inferences.

When?

Audience?

Time period?

Emotions depicted?

(5 minutes) Students will turn in their answers and participate in another “think, pair, share”.

Students will also participate in classroom discussion.

(5 minutes) Finally students will make hypothesis’. They will analyze the “motives” behind the

scene.

What is happening and why?

Synthesizing

Predicting

Evaluation

What is the general message of the ad? What is the story that is being told?

(5 minutes) Students will turn in their worksheet and participate in class discussion. The same

questions will be answered per image. Students will be graded for each worksheet.

(End of Class) The teacher will explain to students that they will be analysing political cartoons

and will be expected to create their own visuals based on the reading of “A Raisin in the Sun”

and their understanding of persuasive techniques used in visuals.

If there is time at the end of the lesson, the teacher will start the next lesson on how to analysis

a cartoon or ad and show the political cartoon video.

https://docs.google.com/presentation/d/

1SKulqpNABadRPK1g0QKt0UrRcxLE28OUFQOYUUhOH7g/edit#slide=id.p

How to Analysis a Cartoon or Ad (Day Two)

Concept Development

SOL: 11.2 (All)

Objective: How do visuals use persuasion to sway public opinion? What persuasive techniques

are utilized?

Materials: SOL warm up, Pinterest Concept Board, Concept development chart worksheet,

“How to analyze a political cartoon” video, Raisin mini documentary, documentary worksheet,

Raisin Trailer

KUD:

Students will know the different persuasive techniques used in visuals

Students will understand the effect persuasive techniques have on the audience

Students will know that creators of art and literature have a message they want their audience

to understand. It is up to the reader or examiner to research what the author or artist is trying to

say.

Students will know the definitions of symbolism, irony, exaggeration, labeling, and analogy

Students will discuss their past knowledge of ethos, pathos, and logos

Students will fill out a chart with their understanding of each concept

Students will discuss with one another to develop understanding

Students will know who the author of “A Raisin in the Sun” is and her impact on history

Students will watch the movie “A Raisin in the Sun” trailer

Students will visualize the different characters in the play

Steps:

Students will do daily warm up. Once everyone finishes and the warm up is over, students will

be given the procedure of the concept attainment lesson.

Students will be given example of a concept that the teacher is trying to teach. The teacher will

tell the students that through discussion, the students will create a list on the boards of what

they concept might be. As the lesson continues, the class will edit the list as needed.

Students will be shown visuals examples of the different concepts. The students will guess what

the concept might be, which the teacher or another student will record on the board. Students

will do this for hyperbole, symbol, labeling, analogy, and irony. At the end of each concept

attainment, the students will fill out a chart with the concept, definition, and example. These

charts will be graded at the end of class.

Students will also learn about the author of the play “A Raisin in the Sun”. They will follow along

the mini documentary with skeleton notes that will be grade at the end of class. Students will

then watch the movie trailer of “A Raisin in the Sun” to help visualize the different characters

and setting.

https://docs.google.com/document/d/

1ZKDbdWKymvE9EpdCBLA937d3yFHHXoXV6Xph_9wsgwE/edit

Daily lessons (8-9 days)

SOL’s being covered: 11.4, 11.2

Objective: How does political cartoons use persuasive techniques to portray a message? How

does A Raisin in the Sun touch on history? What themes are discussed in both the play and

cartoons of the time?

Students will know that political cartoons are bias

Students will know that political cartoons are persuasive

Students will know the different plot points of the play

Students will understand the different dynamics of different characters

Student will understand that there are many ways to display a person's opinion

Student will participate in discussion

Students will follow along with the readings

Students will analyze a political cartoon

Schedule:

SOL warm up (10 minutes) will be given to help students strengthen testing skills. Warm up

passages will be pulled from Fredericksburg's history so students are learning about their town

as well as proper grammar and punctuation use. Questions and examples will be created based

on students’ weaknesses on past warm up questions.

Read play (40 minutes). Students will take turns reading character’s parts of the play.

Periodically the teacher will stop the reading to ask questions and check for understanding.

Quiz (5 minutes). Students will take a quick quiz to check for understanding and focus during

the reading of the play.

Fill out character sheets (10 minutes). Students will color in their character’s based on

imagery found in the play. They will also list personality traits of each character. This will help

students keep track of who’s who as well as compare and contrast different characters.

Political cartoons (until the end of class). Students will fill out a daily political cartoon

worksheet to practice their understanding of persuasive techniques. These sheets will be

graded.

https://docs.google.com/presentation/d/1jpb8TRQgoCrzAvp-

ASpYEwy9jXZZtIe0P40GSEXDmc8/edit#slide=id.g2acc38791_096

https://docs.google.com/document/d/11DQSL4oH4JZp3OH9_CilMV-

ndL6wPBN6Mgr4h9yduG0/edit

April Lessons

SOL’s being covered: 11.4, 11.2

First class after the SOL’s

Students will know the different plot points of the play




Students will follow along with the readings

Students will analyze different cartoons and apply them to everyday life

Dream warm up (10 minutes) will be given an image and quote to respond to in any way they

like. These different images and quotes will touch on a theme from the play. This will allow the

students to apply to play to real life. Also these warm ups will help the student brainstorm for

their final project on whether or not people should dream.

Review of the play/watch movie =





- Political cartoons (until the end of class). Students will fill out a daily political cartoon


graded.

Daily lessons for after the SOL’s

Dream warm up (10 minutes) will be given an image and quote to respond to in any way they

like. These different images and quotes will touch on a theme from the play. This will allow the

students to apply to play to real life. Also these warm ups will help the student brainstorm for

their final project on whether or not people should dream.





- Fill out character sheets (10 minutes). Students will color in their characters based on

imagery found in the play. They will also list personality traits of each character. This will help

students keep track of who’s who as well as compare and contrast different characters.

-Vocabulary (10 minutes). Students will be introduced to three new words a day. This will allow

for completion of all literary terms. Students will be asked to rewrite the definition in their own

words and create their own example. These different examples will be done in their daily

packets.

- Political cartoons (until the end of class). Students will fill out a daily political cartoon


graded.

-Mini cartoon (until the end of class). Students will be shown different cartoons that utilize the

different visual vocabulary terms from the political cartoon worksheets. They will be asked to

record one form of irony, one analogy, one label, one symbol and what it stands for, and one

hyperbole.

Once reading is complete lesson: SOL 11.8, 11.5

Students will know the message behind “A Dream Deferred”


Students will understand the effect of a unsuccessful dream



Students will read the poem and analyze

Students will apply themes to their everyday life

Warm up (5 minutes). According to the play, should people dream?

Read “A Dream Deferred” (5 minutes) https://www.youtube.com/watch?v=v6JXHzyX60M

Paraphrase the poem (15 minutes). Poem will be on the SmartBoard. Students will follow along with their own poem and we will go through the poem line by line

Vocabulary exam (15 minutes).

Movie / ending synopsis

Last two classes. SOL’s being covered: 11.1

Work on their final project and workshop their writing.First class students will be asked to create a rough copy of their final to hand in by the

end of class.Second class students will revise their projects.

Appendix:

NAME:

Concept Attained Definition Example and Non-Example

Irony

Labeling

Hyperbole

Analogy

Symbolism

About the Author 1. What year did Hansberry die?

2. What were her father and mother’s jobs?

3. What foundation did her parents create for civil rights?

4. Why was Hansberry assaulted in school?

5. What happened when her family moved into a white neighborhood?

6. Where did her father die?

7. Did she ever finish college?

8. What was her job in NYC?

9. Where did she meet her husband?

10. What play made her a "playwright"?

11. What was Lorraine's other concerns?

12. What did Lorraine die from?

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 sore--

And then run?

Does it stink like rotten meat?

Or crust and sugar over--

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

Vocabulary ListParallelism - the repetition of words, phrases, or sentences that have the same grammatical structure, or that restate a similar idea

Parody- the imitation of a work of literature, art, or music for amusement of instruction

Paradox- an apparent contradiction that is actually true

Pastoral- a type of poem that depicts rustic life in idyllic, idealized terms

Personification- a kind of metaphor in which a non-human thing or quality is talked about as if it were human

Plot- the series of related events that make up a story or drama

Omniscient point of view- “all-knowing” point of view

First person point of view- the narrator is a character in the story

Protagonist- main character (usually a good guy)

Pun- play on the multiple meanings of a word, or on two words that sounds alike but have different meanings

Daily ReferencesSymbolism: Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. After you identify the symbols in a cartoon, think about what the cartoonist means each symbol to stand for. (Object that stands for an idea.)

Hyperbole: Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make by exaggerating them. Labeling: Cartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object.

Analogy: An analogy is a comparison between two unlike things. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light. What two situations does the cartoon compare?

Irony: Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue.

From left to right: Mama (Lena),

Walter, Beneatha, Ruth, Travis

Symbols: Meaning:

1.

2.

3.

Hyperbole: Point Made:

1.

2.

Labels Why was it labeled?

1.

Analogy: What is the familiar scene portrayed? What is the complex issue this scene stands for?

Irony: The way things are... How should it be?

Pathos:How does the image make the audience feel?

Do you find the image persuasive? Why or why not?

Why would the cartoonist want the audience to feel this way?

Logos: What easy to recognize labels does the cartoonist use to have his audience draw on past knowledge?

What facts could the audience recall about his reference?

What would be the counterargument for the cartoon?

Ethos: How is the cartoonist portraying the widely accepted “truth” of non-black Americans at this time?

Who is the cartoonist trying to reach?

Symbols: Meaning:

1.

2.


1.

2.


1.

2.



Title: “What is Done in our Classrooms Today”

Symbols: Meaning:

1.

2.


1.

2.


1.



Pathos:

How does the image make the audience feel?








Symbols: Meaning:

1.

2.


1.


1.

2.

3.



Symbols: Meaning:

1.

2.


1.


1.

2.

3.

4.



Title Why was it titled this?










Who is the cartoonist trying to reach? Persuasive essay rubric:

Directions: Using A Raisin in the Sun, answer the following prompt. Please use specific details from the play and real life to support your thesis.

Prompt: Do dreams positively influence a person’s life?

50 points

-2 points for

Grammar and Mechanics

Syntax Turn in Two body paragraphs relate to the

Attachment

proper format

-Thesis statement is worth four points

book

There are three body paragraphs that include strong TS, CD, CM, CM, CP, and CL.

10 points= there are no mistakes

15 points= the author has clear and concise sentences

5 points= essay is turned in on time

10 points = the last two body paragraphs relate to the book

10 points= attached to the final paper are the previous rough drafts.

(First drafts will only be accepted if students has completed 3+ paragraphs)

The introduction addresses the prompt and has a strong thesis statement.

7 points= there are 1-5 mistakes

7 points= the author has two sentences that are not clear

5 points= essay is up to three days late

5 points= only one body paragraph relates to the book

0 points= there is no rough draft attached to the final paper

The conclusion’s first sentence restates the author’s thesis. Each body paragraph is addressed in a full sentence and the last sentence has a strong epiphany

4 points= there are 6-11 mistakes

4 points= the author has 3-5 sentences that are unclear

0 points= essay is more than three days late

0 points= the author does not use an example from the book

0 points= there are 12+ mistakes

0 points= the author has 5+ unclear sentences

Name _______________________________________ Period ______ Score _______/100

Political Cartoon in the form of a Playbill or Poster RubricDirections: Using previous cartoons that we have looked at in class as a guide, you are to design an original political cartoon of your own addressing the value of dreams in A Raisin in the Sun. Cartoonist should use this opportunity to show their understanding of the motif of “dreams” as well as their knowledge of cartoon vocabulary. Be sure to color your image. To score well, you need have one example of symbolism, labeling, hyperbole, irony, and an analogy. I don’t expect everyone to be world class artists, but I do expect that everyone will take their time, be neat, and show effort. (50 points) PROMPT: Should people have dreams and aspirations in life?

On a typed document and attached to this sheet, briefly explain your image’s use of symbolism, labeling, irony, hyperbole, and analogy. (In case I don’t understand your amazing drawing!) (10 points per explanation). Any mechanical or grammar error will result in a ½ point reduction.

Symbolism- What are the different symbols that you used and what do they stand for? Why did you draw this interpretation? How can the reader apply these symbols to their own lives? Labels- What labels did you use? Why did you use these labels? What facts can the reader recall from your different labels?

Irony- How are things in the moment of the image? How should things be? What ironic wording do you use (if any)? What is the image’s bias?

Hyperbole- Why did you exaggerate that part of the image versus the other? What emotions do you want the reader to feel off of these exaggerations? Why? How does your exaggerations add the the final message of the piece?

Analogy- What is the simplified scene that is depicted? What complex issue does this scene stand for? What can the audience learn from this message? What is your “call to action”?

CRITERIA

ADVANCED

(5 points)

PROFICIENT

(4 points)

BASIC

(3 points)

BELOW BASIC

(2 – 0 points)

Content

- shows clear understanding of A Raisin in the Sun- content is relevant to the prompt- content is accurate

- shows understanding of A Raisin in the Sun- most content is relevant to assigned topic- content is mostly accurate

- shows some understanding of content- some content is relevant to assigned topic- content is somewhat accurate

- shows no understanding of content- little to no content is relevant to assigned topic- little to no content is accurate

Symbolism

Symbolism is clearly conveyed in graphics and/or words used

Symbolism is discernable in graphics and/or words used

Symbolism is marginally demonstrated in graphics and/or words used

Symbolism is poorly or not demonstrated in graphics and/or words used

Hyperbole Hyperbole is clearly conveyed

Hyperbole is disconcernable in graphics and/or word use

Hyperbole is marginally demonstrated in graphics and/or words used

Hyperbole is poorly or not demonstrated in graphics and/or word use

Labeling The cartoonist uses at least one

The cartoonist does not use a

form of labeling form of labeling

Visual Presentation

Graphics and/or text are clearly legible and outstandingly presented

Graphics and/or text are legible and neatly presented

Graphics and/or text are somewhat legible

Graphics and/or text are illegible

Analogy The cartoonist creatively takes a complex issue found in the story and illustrates in a simpler manner

The cartoonist illustrates a complex issue from the story in a simpler manner

The cartoonist illustrates a complex issue from the play

An issue is not presents

Irony The cartoonist uses words and images to creatively depict “the ways things are” vs. how things “should be”

The cartoonist uses words and images to depict “the ways things are” vs. how things “should be”

The cartoonist depicts only the one part of the definition of irony

The cartoonist lacks an ironic element

Title The title creatively depicts the stance of the artists. (Could use irony or quotes)

The title depicts the stance of the artist

There is a title that somewhat depicts the stance of the artist

There is no title to the work

Comments:Creative Writing Assignment (75 points) and Pinterest board (25 points):

Prompt:Travis is the only non adult character in the play A Raisin in the Sun. From what we know about Travis’s childhood, where do you think Travis ended up? Write a journal entry from Travis’s point of view in his adult life. Where is he now? How old is he? What did he accomplish? Did he follow a dream and have a life goal? Travis must draw on past experiences from the play to explain where he is now. Have fun with this! Draw inspiration from Travis’s childhood and interactions he has witnessed. Did the story really have a happy ending?

*Full points will be assigned to writers that demonstrate textual knowledge and creative flair

Any mechanical or grammar error will result in a ½ point reduction. Must be at least 500 words; anything less will result in ⅓ point reduction.

Possible points Points earned

500 words 30

Creative flair 20

References to past events (please highlight in green)

30

Errors - Points deducted =

----------------------------------------------------------------------------------------------------------------------------Create your own ORIGINAL Pinterest board: Please create a Pinterest board with the following:

2 examples of irony2 examples of hyperbole2 different analogies2 different forms of labels2 different symbols

On a separate sheet of paper please explain your why these different images represent the vocabulary. This sheet also should have the link to your Pinterest board.

Any mechanical or grammar error will result in a ½ point reduction.

Any complete Pinterest board without an explanation sheet will result in half credit (50%)


2 examples of irony 1 point

2 examples of hyperbole 1 point

2 different analogies 1 point

2 different forms of labels 1 point

2 different symbols 1 point

Points per explanation 2 points per explanation


Poetry rubric (75 points) and Pinterest board (25 points):

Prompt One: What happens to a person when their dreams don’t come true?Prompt Two: What happens to a person when their dreams do come true?

A Raisin in the Sun was inspired by Langston Hughes’ poem “A Dream Deferred”. Write two poems from the prompts above. Each poem should have a set rhyme scheme and uses conventions such as simile, metaphor, hyperbole, analogies, and symbolism. Each poem should also reference a specific scene from the play.

Any mechanical or grammar error will result in a ½ point reduction. Both poems must be a minimum of four stanzas with four lines.

*Full points will be assigned to writers that demonstrate textual knowledge and creative flair

Please label the following per poem:

-The rhyme scheme, if any (AABB, ABAB, et.) please label each line -At least one simile - highlight in yellow-At least one metaphor - highlight in orange-Two hyperboles - highlight in green-The overall analogy- please explain what the analogy is at the bottom of the paper-At least two symbols - highlight each symbol in pink and write the meaning on the bottom of the poem- At the bottom of the page, write a 5 sentence synopsis of the scenes which inspired your poems.


There is at least one highlighted simile

2

There is at least one 2

highlighted metaphor

There are two hyperboles highlighted

2.5 per hyperbole

There is an explanation of the overall analogy

5

There are at least two highlighted symbols

2.5 per symbol

There is a five sentence synopsis of the scene that is referenced

8


There are at least four stanzas with four lines per poem

3.5

Poems (2) Poem one = 37.5Poem two = 37.5*for a total of 75 points

Poem one =Poem two =

----------------------------------------------------------------------------------------------------------------------------Create your own ORIGINAL Pinterest board. Please create a Pinterest board with the following:

2 examples of irony2 examples of hyperbole2 different analogies2 different forms of labels2 different symbols

On a separate sheet of paper please explain your why these different images represent the vocabulary. This sheet also should have the link to your Pinterest board.

Any mechanical or grammar error will result in a ½ point reduction.

Any complete Pinterest board without an explanation sheet will result in half credit (50%)


2 examples of irony 1 point

2 examples of hyperbole 1 point

2 different analogies 1 point

2 different forms of labels 1 point

2 different symbols 1 point

Points per explanation 2 points per explanation


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