 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
 |
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
|
 |
|
|
|
|
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Big Ideas of The Harlem Renaissance
Dreams and Visions Stereotyping Diversity Human Motivation Social Equality Rise of Anti-Religious Attitudes American culture, late 1900s
Themes Fighting racial discrimination Importance of family
ELA 10 Michigan Merit Curriculum Course Requirements, 35
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Students continue performing A Raisin in the Sun beginning with Beneatha's "Mama, what are you doing?" on p 870 to end of Act 2 on pg 875. Focus for Listening: Does the loss of money mean the end of celebration for a dream achieved and is it a reason or an excuse to be depressed and angry?
Gwendolyn Brooks, another African American writer who also lived in Chicago, wrote the poem at right in 1959, the same year Raisin in the Sun debuted. What might this poem suggest about Mama's fears? What might this poem suggest about the fears of the White community in Clyborne? Listen to the poet.
|
|
|
|
|
|
|
|
|
|
We real cool. We Left school. We
Lurk late. We Strike straight. We
Sing sin. We Thin gin. We
Jazz June. We Die soon.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Weekly Writing #8 Walter, Beneatha and Mama have to defer their dreams. What might they have done to reach their dreams? Paragraph 1: Introduce the answer: Inform the reader what play you are writing about. XXXX Restate the question as an answer. Use characters' names, not just "he" and "she".
Paragraphs 2, 3, & 4: Match each of these three characters to one of the seven pieces of advice XXXX from The Seven Habits of Highly Effective Teens. Explain how that particular advice XXXX could have helped that character realize his or her dream.
Paragraph 5: Predict what the family will do next based on the character development so far.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
 |
 |
|
|
|
|
Informational Text
Features parts/chapters headings and subheadings photographs and drawings boldface, italics, parenthesis graphics, cartoons, real-life examples and catchy quotations media features: pan shots, tracking shots, traveling shots, full shot, two shot, close up, dissolve, point of view, short, long, medium shots, high angle, and camera as "strongest voice" in A Raisin in the Sun screenplay Critical Perspectives Students' preparation for real world life beyond the classroom
|
|
|
|
|
 |
 |
|
|
|
|
|
|
|
|