15.+American+Dreams+Lesson+Three

Prior to this lesson we have focused on Langston Hughes poetry as an introduction to the play, //A Raisin in the Sun// (this can be seen in the focus lessons). In between those prior focus lessons and this lesson, the class has done an introduction to dramatic literature and has begun studying the play. As a class, we have gone over dramatic elements as well as the procedures for dramatic readings in the classroom. After covering this information, we began a dramatic reading of the play, and stopped in the middle of Act one, scene one, with Ruth's line, " 'Cause we don't have it" (page 30). After this lesson is complete, the students will finish studying the play and the way it portrays conflict between man and society. This text will conclude out unit on man versus society. During the duration of studying //A Raisin in the Sun//, the students will continue to add to their unit worksheet, filling in more information as necessary.

LESSON THREE
Act 1, scene 1 – //A Raisin in the Sun//

**__Purpose/Sunshine State Standards__**
The purpose of this lesson is to continue exploring the unit about the conflict of man versus society. This lesson will be used a continuation of studying the play //A Raisin in the Sun// by looking at how individual characters in the play exemplify the conflict of man versus society and how this can bring a positive change.

LA.910.2.1.2 The student will analyze and compare a variety of traditional, classical, and contemporary literary works, and identify the literary elements of each (e.g., setting, plot, characterization, conflict) LA.910.1.7.7 The student will compare and contrast elements in multiple texts

**__Objectives__**
Students will be able to identify societal rules and settings by observing character relationships and conflict in the text.

**__Procedures for Students__**
1. Begin class by handing out student copies of //A Raisin in the Sun//. 2. Have a student give a brief synopsis of what was read the previous day in class (ended on page 30). Other students may add to the synopsis. What types of conflict did we observe? What characters have we met so far? 3. Set up the room for dramatic reading. (Chairs at the front of the classroom for each character in the scene at any given time.) 4. We will begin reading a few lines before where we left off, starting with Travis’ line, “Mama, could I //please// go carry groceries?” 5. New students will take places to read; other students will read along, ready to jump in as a new dramatic reader if called on by the teacher. 6. As a class, rotating readers as the teacher decides, we will read from Travis’ line to page 35, ending with Walter’s line, “We one group of men tied to a race of women with small minds!” 7. Stop the dramatic reading. 8. Enter fish bowl discussion with three chairs in center (this has been done in class multiple times before; rules should be known by now). 9. Discuss the scene that was just read in class. What conflicts do we see? How does this connect to the overall conflict of man versus society? How does this connect to the other texts we’ve read up to this point about man versus society? Was your prediction of the plot (from lesson two) anywhere close to what is happening in the play right now? 10. For homework, read the rest of Act One. Fill out the unit worksheet as much as possible with what you know and can infer about the characters and plot. We will continue to add information to the worksheet as needed while reading the play.

**__Procedures for Teacher__**
1. Give students their copies of //A Raisin in the Sun//. 2. Ask if anyone remembers what we read yesterday in class. Call on multiple students to help develop the synopsis of the play so far. Make sure to ask students what characters we have met so far and what conflicts (or potential future conflicts) have been introduced so far. 3. Set up the room for dramatic reading. (One chair/desk per character in the scene; name cards for the characters) Remind students that they need to pay attention because they might get chosen to jump up and read. 4. Choose three new students to begin reading on page 30 starting a few lines from where we left off at Travis’ line, “Mama, could I //please// go carry groceries?” 5. When Travis exits, collect his name card from the student when the student reader sit down at his desk. 6. As the teacher sees necessary (will probably change out student readers before Ruth and Walter begin talking about the eggs). Readers will change whenever teacher takes a character’s name card and gives it to a new student in the class. That student must get up and take the current student reader’s seat. 7. Dramatic reading will end on page 35 at Walter’s line, “We one group of men tied to a race of women with small minds!” 8. Move class into fish bowl discussion. Review rules for fish bowl: 9. Questions that the teacher can use to generate discussion: What conflicts do we see in the play? How does this connect to a larger conflict of man versus society? How does this connect to the other texts we’ve read up to this point about man versus society? Was your prediction of the plot (from lesson two) anywhere close to what is happening in the play right now? 10. Stop discussion in time to assign tonight’s homework and put desks back in order. 11. Tell students to finish reading Act One over the weekend. After they have finished the act, they must fill out the unit worksheet (in their class notebooks) as much as possible with what they know and can infer about the characters and plot of the play. Remind them that they will continue to add to the worksheet as we finish reading the play. The first portion of overt instruction for this lesson is ensuring that students know the background of the play's plot up to the point at which we're reading for the lesson. The teacher will fill in any holes of the plot not answered by the students. The next portion of overt instruction will happen during the fish bowl discussion. The teacher will add to the discussion, rephrase questions, or as more questions in order to help the students develop their thoughts on the theme of the play, the conflict that is introduced in the scene being discussed, and the connections between this text and all the other texts of the unit. The teacher will continuously listen to discussion to make sure that students are accurately making these connections and developing a fuller understanding of man versus society.
 * Three chairs in center of circle with the rest of class in outside circle.
 * Students in outer circle can jump in to middle to replace any person in the center that has already talked.
 * Students in the outer circle must stay quiet.
 * Teacher will help generate discussion questions when needed
 * Students will receive 75% credit for sitting at the discussion, 90% for talking in the center of the fish bowl, and 100% for discussing during the fish bowl and using textual evidence to support what is said. Points will be deducted from a student’s grade if they talk in out circle after one warning.
 * Overt Instruction:**

**__Assessment__**

 * Students will be graded on their fish bowl discussion participation: Students will receive 75% credit for sitting at the discussion, 90% for talking in the center of the fish bowl, and 100% for discussing during the fish bowl and using textual evidence to support what is said. Points will be deducted from a student’s grade if they talk in out circle after one warning
 * Students will be checked the following day for homework completion with a two question reading check based on textual information that would be used to fill in the unit worksheet from Act One. //10 points (5 points per question)//

**__Materials Needed__**

 * Chairs/desks for dramatic reading
 * Name cards for characters in //A Raisin in the Sun//
 * Student copies of play
 * Teacher’s fish bowl discussion questions
 * Students need their copy of the unit worksheet, their class notebook, and individual copies of the play to take home for homework

**__Accommodations__**
In the event of have ESOL students or students who need special accommodations, the lesson is designed to help students interact with the text by getting up and dramatically reading the script. This will help ESOL students and students with disabilities hear and read the text at the same time. We will incorporate a step for students to take while reading the chosen scene. //Alteration:// //During the dramatic reading, underline IN PENCIL// //any word you don’t know. Before going into fish bowl discussion we will break into our discussion groups and work to define the words with context clues and with the help of a dictionary as needed.// During fish bowl discussions, all students are encouraged to participate. The teacher will encourage any students with special needs to come into the center before the end, making sure that they understand the question or topic being discussed. At this point in the year, even these students should feel comfortable adding at least one or two thoughts to the discussion.