Learning+Targets+and+I+Can...+Statements


 * Topic: Play - **//A Raisin in the Sun//

**Group members: **Jan, Kari, Ryan

**Overview: **After reading each Act, connect multimedia and the text to interpret and convey 1950s discrimination in America.

**Learning Target (whole unit): **

READING STRAND: READING FOR LITERATURE
**Key Ideas and Details:** 3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.

**Integration of Knowledge and Ideas ** 7. Analyze multiple interpretations of a story, drama, or poem (e.g, recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare & one play by an American dramatist.)

10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, drama, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently. Instructional Strategies 1. **  Drama Vocabulary   ** 2. **  Author Background   ** 3. **  Racial Discrimination during the 1950s   ** 4. **  Wiki Page – Do you think people should be restricted to certain areas when looking for a place to live? Why or Why not? ** 5. **  Poetry – Harlem Renaissance – Langston Hughes   ** <span style="font-family: 'Arial','sans-serif';">6. **  Oral Reading (per Act)   ** <span style="font-family: 'Arial','sans-serif';">7. **  Discussion – Socratic Questioning (per Act)   ** <span style="font-family: 'Arial','sans-serif';">8. **  @Compare and Contrast written text to movie versions of the play (per Act)   **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Range of Reading and Level of Text Complexity **
 * a.  ** ** __ Packet __ ****  to present vocabulary words about Drama (read and highlight)  **
 * b.  ****   Direct to blog or webpage   **
 * a.  ****   Information from text   **
 * a.  ****   Web search   **
 * b.  ****   PowerPoint   **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">*Final Assessment* Persuasive Essay – Why should the Youngers be allowed to buy a house in a white neighborhood? **

5. Oral reading and discussion (per Act) a. Socratic questioning b. Assign character parts to students c. Wiki Page (discussion online) 7. T Chart a. Table
 * Procedures  **
 * 1.  ****   KWL Chart (info on 1950s, civil rights, American drama)   **
 * 2.  ****   Internet Search (racial discrimination in 1950s)   **
 * a.  ****   Produce PowerPoint presentation   **
 * 3.  ****   Vocabulary study/review   **
 * 4.  ****   Introduction of Author (Lorraine Hansberry)   **
 * a.  **  Poetry from Harlem Renaissance (Langston Hughes)
 * 6.  ****   Movies   **
 * a.  ****   Sydney Poitier   **
 * b.  **  P Diddy
 * || Similarities  ||  Differences  ||
 * Text ||   ||   ||
 * Movie 1 ||   ||   ||
 * Movie 2 ||   ||   ||
 * b.  ****   Compare and contrast (3-5 paragraph response)   **
 * 8.  ****   Persuasive Essay (Final Assessment)   **