Objective: SWBAT evaluate Troy’s reasons for cheating on his wife and explain weather or not each reason is valid.
Do-Now: What reasons might a man have for straying from his marriage? Do you believe it is ever okay for a man to cheat on his wife? How should a wife respond to a husband that has cheated on her?
Today: 1) Share out Do-Now responses
2) Class will read Act 2, Scene 1 pp. 59 – 64. What advice is Bono offering to Troy? How is this foreshadowing what will happen next to Troy?
3) In pairs, students will finish reading Act 2, Scene 1 pp. 64-72. What reasons does Troy giving for having an affair? Why is Rose unwilling to accept these reasons?
4) Debate: Is Troy wrong for cheating on Rose? Students will examine the reasons Troy gave to Rose for his affair. Each student will decide whether he/she feels Troy is wrong for what he did and create a list of reasons why. The class will then have an open debate on the issue.
5) TV Script: Pretend Troy decided to bring Rose on a talk show to confess his affair to her. Write a two-page script for the show, explaining how Troy breaks the news to Rose and how Rose responds.
Exit Slip: Do you ultimately believe Troy was wrong for what he did to Rose? Why or why not?
Homework: Finish TV script.
Wednesday, February 29, 2012
Tuesday, February 28, 2012
Wednesday, February 29
Objective: SWBAT describe how the events in a story can alter the story’s mood as well as the characters’ mood.
Do-Now: What type of mood are you in today? Why do you feel this way? Explain what has happened to your or what will be happening to you that has put you in this mood.
Today: 1) Class will read Act 1, Scene 4. How has Troy’s mood changed now that he’s received his promotion? How does this change the mood of the story? How can this scene be compared to a scene from “A Raisin in the Sun?”
2) Continue reading Act 1, Scene 4. How does the mood change by the end of this scene?
3) Introduce "Fences" Project
4) Begin working on "Fences" Project
Exit Slip: Describe how the mood changes throughout Act 1, Scene 4. How does the mood change? What events cause the mood to change? Be specific.
Homework: Continue working on your "Fences" project: Due Monday, March 19
Do-Now: What type of mood are you in today? Why do you feel this way? Explain what has happened to your or what will be happening to you that has put you in this mood.
Today: 1) Class will read Act 1, Scene 4. How has Troy’s mood changed now that he’s received his promotion? How does this change the mood of the story? How can this scene be compared to a scene from “A Raisin in the Sun?”
2) Continue reading Act 1, Scene 4. How does the mood change by the end of this scene?
3) Introduce "Fences" Project
4) Begin working on "Fences" Project
Exit Slip: Describe how the mood changes throughout Act 1, Scene 4. How does the mood change? What events cause the mood to change? Be specific.
Homework: Continue working on your "Fences" project: Due Monday, March 19
Monday, February 27, 2012
Tuesday, February 28
Objective: SWBAT evaluate the differences in characters’ parenting styles.
Do-Now: What type of parent do you plan on being one day? What will you encourage your children to do? What will you encourage them not to do? How involved will you be in their lives and in the decisions they make? How much discipline will you give to them?
Today: 1) Class will create a list of common parenting styles, listing the Pros and Cons of each.
2) Class will read Act 1, Scene 3 pp. 30-39, focusing on the relationship between Troy, Rose, and Cory. How do Troy/Roses’ relationship to Cory remind you of their relationship to Lyons? What reasons does Troy give for not allowing Cory to play football? What do you believe might be his true reasons?
3) In pairs, students will finish reading Act 1, Scene 3 focusing on the continuing conflict in the marriage of Troy and Rose caused by their different parenting styles.
4) Writing Assignment: Evaluate your mother or father’s parenting style. What type of parent are they? Do they fit into one of the categories the class came up with today? How do they compare with the parents from the plays we have read? (Ruth, Walter, Mama, Troy, Rose)
Exit Slip: If you were the father/mother of Cory, would you allow him to play football or would you force him to work instead? Which do you feel is more important?
Homework: Finish parenting style evaluation.
Do-Now: What type of parent do you plan on being one day? What will you encourage your children to do? What will you encourage them not to do? How involved will you be in their lives and in the decisions they make? How much discipline will you give to them?
Today: 1) Class will create a list of common parenting styles, listing the Pros and Cons of each.
2) Class will read Act 1, Scene 3 pp. 30-39, focusing on the relationship between Troy, Rose, and Cory. How do Troy/Roses’ relationship to Cory remind you of their relationship to Lyons? What reasons does Troy give for not allowing Cory to play football? What do you believe might be his true reasons?
3) In pairs, students will finish reading Act 1, Scene 3 focusing on the continuing conflict in the marriage of Troy and Rose caused by their different parenting styles.
4) Writing Assignment: Evaluate your mother or father’s parenting style. What type of parent are they? Do they fit into one of the categories the class came up with today? How do they compare with the parents from the plays we have read? (Ruth, Walter, Mama, Troy, Rose)
Exit Slip: If you were the father/mother of Cory, would you allow him to play football or would you force him to work instead? Which do you feel is more important?
Homework: Finish parenting style evaluation.
Friday, February 24, 2012
Monday, February 27
Objective: SWBAT recognize and evaluate a reoccurring theme in a text and explain how it relates to the plot of the story.
Do-Now: Why do people build fences? Where do you usually see fences being built? How can a person build fences metaphorically?
Today: 1) Teacher will introduce theme to the class and explain how “fences” can be viewed as a theme in the play. What are the physical fences being built in the play? What are the emotional fences being built?
2) Class will read Act 1, Scene 2 pp. 20-24, discussing the physical vs. emotional fences that Troy is in the process of building. Why does he want to build a fence around his house? Why is he building an emotional fence between himself and his family?
3) In groups of three, students will finish reading Act 1, Scene 2 focusing on the emergence of the character, Gabriel. How does Gabriel’s presence add to the play? Is he a necessary character? What can you infer about Troy based on his treatment of Gabriel.
4) Class will discuss why they feel Gabriel is present in this play. What do Rose and Troy’s responses to Gabriel’s mental illness reveal about their characters?
5) "Fences" Poem: Compose a poem (at least 20 lines long) about the fences (both physical and emotional) you have built in your life. Your poem may rhyme or be free verse and can be written in any style you choose.
Exit Slip: What fences have you built in your life (both physical and emotional). Why did you choose to build these fences?
Homework: Finish "Fences" poem.
Do-Now: Why do people build fences? Where do you usually see fences being built? How can a person build fences metaphorically?
Today: 1) Teacher will introduce theme to the class and explain how “fences” can be viewed as a theme in the play. What are the physical fences being built in the play? What are the emotional fences being built?
2) Class will read Act 1, Scene 2 pp. 20-24, discussing the physical vs. emotional fences that Troy is in the process of building. Why does he want to build a fence around his house? Why is he building an emotional fence between himself and his family?
3) In groups of three, students will finish reading Act 1, Scene 2 focusing on the emergence of the character, Gabriel. How does Gabriel’s presence add to the play? Is he a necessary character? What can you infer about Troy based on his treatment of Gabriel.
4) Class will discuss why they feel Gabriel is present in this play. What do Rose and Troy’s responses to Gabriel’s mental illness reveal about their characters?
5) "Fences" Poem: Compose a poem (at least 20 lines long) about the fences (both physical and emotional) you have built in your life. Your poem may rhyme or be free verse and can be written in any style you choose.
Exit Slip: What fences have you built in your life (both physical and emotional). Why did you choose to build these fences?
Homework: Finish "Fences" poem.
Thursday, February 23, 2012
Friday, February 24
Objective: SWBAT describe the relationship between two characters by drawing inferences from the characters’ dialogue.
Do-Now: What are common issues husbands/wives tend to fight about? Why do you believe they typically fight about these issues?
Today: 1) Teacher will review direct/indirect characterization and discuss how dialogue can be examined to learn about a character.
2) Class will read Act 1, Scene 1 pp. 5-13, focusing on the relationship between Troy and Rose. How can you describe their marriage? Do they remind you of Walter and Ruth from “A Raisin in the Sun.”
3) Students will separate into groups of four to finish reading Act 1, Scene 1, focusing on the dialogue between Lyons, Rose, and Troy. What can be inferred about the relationship between these characters based on how they talk to one another and what they say?
4) Writing Assignment: Create a two-page scene of dialogue in which Rose and Troy from “Fences” meet Walter and Ruth from “A Raisin in the Sun.” What might these characters have in common that they could talk about in terms of their marriages, families, and jobs?
Exit Slip: Rose and Troy appear to play “good cop, bad cop” with Lyons. Is this dynamic similar to the dynamic your parents have with each other? Explain.
Homework: Finish Writing Assignment
Do-Now: What are common issues husbands/wives tend to fight about? Why do you believe they typically fight about these issues?
Today: 1) Teacher will review direct/indirect characterization and discuss how dialogue can be examined to learn about a character.
2) Class will read Act 1, Scene 1 pp. 5-13, focusing on the relationship between Troy and Rose. How can you describe their marriage? Do they remind you of Walter and Ruth from “A Raisin in the Sun.”
3) Students will separate into groups of four to finish reading Act 1, Scene 1, focusing on the dialogue between Lyons, Rose, and Troy. What can be inferred about the relationship between these characters based on how they talk to one another and what they say?
4) Writing Assignment: Create a two-page scene of dialogue in which Rose and Troy from “Fences” meet Walter and Ruth from “A Raisin in the Sun.” What might these characters have in common that they could talk about in terms of their marriages, families, and jobs?
Exit Slip: Rose and Troy appear to play “good cop, bad cop” with Lyons. Is this dynamic similar to the dynamic your parents have with each other? Explain.
Homework: Finish Writing Assignment
Wednesday, February 22, 2012
Thursday, February 23
Objective: SWBAT describe how a story’s setting is used to create mood.
Do-Now: Read and respond to the quote on the third unnumbered page of “Fences.”
Today: 1) Finish watching "A Raisin in the Sun"
2) Class will read the Introduction to “Fences” as well as the setting and a description of the history surrounding the play. What type of mood is the setting creating for the play?
3) Students will separate into pairs and beginning reading Act 1, Scene 1 pp. 1-5. How does this initial conversation between Troy and Bono help to establish the story’s setting and mood?
Exit Slip: Based on the first part of Act 1, Scene 1, what predictions can you begin to make for what might happen later on in the play?
Homework: Extra-Credit: Write a review of the film version of "A Raisin in the Sun." You may look at reviews online and in the newspaper for ideas/inspiration but may NOT copy these reviews. Length = 20 complete sentences, Worth = 20 points, Due Date = Friday, February 24.
Do-Now: Read and respond to the quote on the third unnumbered page of “Fences.”
Today: 1) Finish watching "A Raisin in the Sun"
2) Class will read the Introduction to “Fences” as well as the setting and a description of the history surrounding the play. What type of mood is the setting creating for the play?
3) Students will separate into pairs and beginning reading Act 1, Scene 1 pp. 1-5. How does this initial conversation between Troy and Bono help to establish the story’s setting and mood?
Exit Slip: Based on the first part of Act 1, Scene 1, what predictions can you begin to make for what might happen later on in the play?
Homework: Extra-Credit: Write a review of the film version of "A Raisin in the Sun." You may look at reviews online and in the newspaper for ideas/inspiration but may NOT copy these reviews. Length = 20 complete sentences, Worth = 20 points, Due Date = Friday, February 24.
Tuesday, February 21, 2012
Wednesday, February 22
Objective: SWBAT compare the film version of a play to the written version.
Do-Now: What is your opinion on the casting choices in the film version of "A Raisin in the Sun?" Do you feel that each of the characters was cast with an actor/actress appropriate for that role? How might you have done the casting differently? (Who would YOU have chosen to play each of the characters?)
Today: 1) Finish watching "A Raisin in the Sun."
2) Class will complete a VENN diagram comparing/contrasting the film to the play.
Exit Slip: What other differences did you notice between the film version and written version of "A Raisin in the Sun?" Did you enjoy the film or the play better? Explain.
Homework: Extra-Credit: Write a review of the film version of "A Raisin in the Sun." You may look at reviews online and in the newspaper for ideas/inspiration but may NOT copy these reviews. Length = 20 complete sentences, Worth = 20 points, Due Date = Friday, February 24.
Do-Now: What is your opinion on the casting choices in the film version of "A Raisin in the Sun?" Do you feel that each of the characters was cast with an actor/actress appropriate for that role? How might you have done the casting differently? (Who would YOU have chosen to play each of the characters?)
Today: 1) Finish watching "A Raisin in the Sun."
2) Class will complete a VENN diagram comparing/contrasting the film to the play.
Exit Slip: What other differences did you notice between the film version and written version of "A Raisin in the Sun?" Did you enjoy the film or the play better? Explain.
Homework: Extra-Credit: Write a review of the film version of "A Raisin in the Sun." You may look at reviews online and in the newspaper for ideas/inspiration but may NOT copy these reviews. Length = 20 complete sentences, Worth = 20 points, Due Date = Friday, February 24.
Friday, February 17, 2012
Tuesday, February 21
Objective: SWBAT compare the film version of a play to the written version.
Do-Now: Recall a movie you've seen based on a book/play you've read. Did you enjoy the book or the movie better? Why? What changes were made between the book and the movie?
Today: 1) Review "A Raisin in the Sun" Act 3
2) Begin watching "A Raisin in the Sun"
Exit Slip: What are you intitial reactions to the film version of "A Raisin in the Sun?" What similarities do you see between the film and the play? What differences do you see?
Do-Now: Recall a movie you've seen based on a book/play you've read. Did you enjoy the book or the movie better? Why? What changes were made between the book and the movie?
Today: 1) Review "A Raisin in the Sun" Act 3
2) Begin watching "A Raisin in the Sun"
Exit Slip: What are you intitial reactions to the film version of "A Raisin in the Sun?" What similarities do you see between the film and the play? What differences do you see?
Thursday, February 16, 2012
Friday, February 17
Objective: SWBAT complete a review for Act 3 of "A Raisin in the Sun."
Do-Now: What are your reactions to the ending of "A Raisin in the Sun?" Do you find it believable that Walter was finally about to act like a man and put his family first? Explain.
Today: Complete Review Worksheet for Act 3 of "A Raisin in the Sun"
Exit Slip: What do you believe might happen next to the Youngers? Will they be happy in the new neighborhood or will they be troubled? Do you think Beneatha will still go to medical school and Walter will still try to open his own business? Explain.
Do-Now: What are your reactions to the ending of "A Raisin in the Sun?" Do you find it believable that Walter was finally about to act like a man and put his family first? Explain.
Today: Complete Review Worksheet for Act 3 of "A Raisin in the Sun"
Exit Slip: What do you believe might happen next to the Youngers? Will they be happy in the new neighborhood or will they be troubled? Do you think Beneatha will still go to medical school and Walter will still try to open his own business? Explain.
Wednesday, February 15, 2012
Thursday, February
Objective: SWBAT analyze Walter’s growth throughout the course of the play by describing how he has changed based on his actions and responses to the expectations set for him by the other characters.
Do-Now: Think back to the list we made of gender role expectations for men as fathers/husbands. Has Walter lived up to those expectations or has he failed as a father/husband? Explain.
Today: 1) Discuss Do-Now
2) Finish reading Act 3 of "A Raisin in the Sun"
Exit Slip: Describe an experience in your life that caused you to grow as a person? How can you relate this experience to the experiences Walter had in the play?
Do-Now: Think back to the list we made of gender role expectations for men as fathers/husbands. Has Walter lived up to those expectations or has he failed as a father/husband? Explain.
Today: 1) Discuss Do-Now
2) Finish reading Act 3 of "A Raisin in the Sun"
Exit Slip: Describe an experience in your life that caused you to grow as a person? How can you relate this experience to the experiences Walter had in the play?
Tuesday, February 14, 2012
Wednesday, February 15
Objective: SWBAT examine a character’s perspective by empathizing and/or sympathizing with that character’s experiences.
Do-Now: Respond to the following quote: “Don’t judge a man until you’ve walked a mile in his shoes.” What do you believe this means? Do you agree with it? How can you apply it to your own life?
Today: 1) Go over "A Raisin in the Sun" Act 2 Review Questions
2) Empathy vs. Sympathy
3) Begin reading Act 3
Exit Slip: Which character in "A Raisin in the Sun" can you sympathize with the most? Explain. Which character can you empathize with the most? Explain.
Do-Now: Respond to the following quote: “Don’t judge a man until you’ve walked a mile in his shoes.” What do you believe this means? Do you agree with it? How can you apply it to your own life?
Today: 1) Go over "A Raisin in the Sun" Act 2 Review Questions
2) Empathy vs. Sympathy
3) Begin reading Act 3
Exit Slip: Which character in "A Raisin in the Sun" can you sympathize with the most? Explain. Which character can you empathize with the most? Explain.
Monday, February 13, 2012
Tuesday, February 14
Objective: SWBAT explain the importance of the character, Mr. Linder, and his impact on the play. SWBAT identify and describe an instance of situational irony at the end of Act 2.
Do-Now: What do you believe caused Mama to change her mind about giving money to Walter to open his liquor store? Do you feel this was a good decision for Mama? Was she right to trust Walter or will he end up disappointing her?
Today: 1) Class will review the conclusion of Act 2, Scene 2.
2) Class will read Act 2, Scene 3. How has Ruth and Walter's relationship changed since Mama gave Walter the money? How is the ending of Scene 3 ironic?
3) Students will complete a review worksheet for Act 2.
Exit Slip: If you were the Youngers, would you still move into Clybourne Park? Explain. Consider the following: Mr. Lindner's visit and Walter's misuse of Mama's money.
Homework: Finish review worksheet for Act 2.
Do-Now: What do you believe caused Mama to change her mind about giving money to Walter to open his liquor store? Do you feel this was a good decision for Mama? Was she right to trust Walter or will he end up disappointing her?
Today: 1) Class will review the conclusion of Act 2, Scene 2.
2) Class will read Act 2, Scene 3. How has Ruth and Walter's relationship changed since Mama gave Walter the money? How is the ending of Scene 3 ironic?
3) Students will complete a review worksheet for Act 2.
Exit Slip: If you were the Youngers, would you still move into Clybourne Park? Explain. Consider the following: Mr. Lindner's visit and Walter's misuse of Mama's money.
Homework: Finish review worksheet for Act 2.
Friday, February 10, 2012
Monday, February 13
Objective: SWBAT evaluate the importance of a scene which is often removed from productions of "A Raisin in the Sun."
Do-Now: Why do film editors choose to delete certain scenes from movies? Think of a movie you've watched that included deleted scenes or an extended director's cut of the film. Why do you believe these scenes were taken away from the movie theater version of the film? Were they unnecessary? Inappropriate? Explain.
Today: 1) Go over Act 1, Scene 2 review questions.
2) Continue reading Act 2, Scene 1. What has Mama done with the money? How do each of the characters react to her decision?
3) Class will read Act 2, Scene 2, focusing on the scene containing the character Mrs. Johnson which is often removed from productions of the play. Is this scene important? Is Mrs. Johnson's character important? Why do many directors choose to remove this scene entirely from the play?
4) Letter to Your Future Child: Walter expresses the dreams he has for Travis in the end of Act 2, Scene 2. What dreams do you have for your future child? Compose a letter (at least 10 sentences long) to your future child telling them what your hopes are for him/her.
Exit Slip: If you were directing "A Raisin in the Sun," would you keep the scene with Mrs. Johnson or would you omit it? Explain why you would choose to keep or omit the scene from your production of the play.
Do-Now: Why do film editors choose to delete certain scenes from movies? Think of a movie you've watched that included deleted scenes or an extended director's cut of the film. Why do you believe these scenes were taken away from the movie theater version of the film? Were they unnecessary? Inappropriate? Explain.
Today: 1) Go over Act 1, Scene 2 review questions.
2) Continue reading Act 2, Scene 1. What has Mama done with the money? How do each of the characters react to her decision?
3) Class will read Act 2, Scene 2, focusing on the scene containing the character Mrs. Johnson which is often removed from productions of the play. Is this scene important? Is Mrs. Johnson's character important? Why do many directors choose to remove this scene entirely from the play?
4) Letter to Your Future Child: Walter expresses the dreams he has for Travis in the end of Act 2, Scene 2. What dreams do you have for your future child? Compose a letter (at least 10 sentences long) to your future child telling them what your hopes are for him/her.
Exit Slip: If you were directing "A Raisin in the Sun," would you keep the scene with Mrs. Johnson or would you omit it? Explain why you would choose to keep or omit the scene from your production of the play.
Wednesday, February 8, 2012
Friday, February 10
Objective: SWBAT compare/contrast Walter and George based on their careers, families, and attitudes towards women.
Do-Now: Do you feel it is fair for Mama to give Beneatha money for medical school and not give money to Walter for his liquor store? Explain why or why not. If you were Mama, what would you do with the money?
Today: 1) Complete Review Worksheet for Act 1, Scene 2.
2) Begin reading Act 2, Scene 1, focusing on the change in mood in the younger household.
3) Continue reading Act 2, Scene 1, focusing on the confrontation between Walter and George. What are the differences between these two men and how do they differences affect how they act/speak?
Exit Slip: Compare/Contrast Walter and George based on the following: their careers/education, their families/upbringing and their attitude toward women.
Homework: Bring in a notebook for MONDAY
Do-Now: Do you feel it is fair for Mama to give Beneatha money for medical school and not give money to Walter for his liquor store? Explain why or why not. If you were Mama, what would you do with the money?
Today: 1) Complete Review Worksheet for Act 1, Scene 2.
2) Begin reading Act 2, Scene 1, focusing on the change in mood in the younger household.
3) Continue reading Act 2, Scene 1, focusing on the confrontation between Walter and George. What are the differences between these two men and how do they differences affect how they act/speak?
Exit Slip: Compare/Contrast Walter and George based on the following: their careers/education, their families/upbringing and their attitude toward women.
Homework: Bring in a notebook for MONDAY
Thursday, February 9
Objective: SWBAT identify and describe at least one internal and one external conflict a character faces in “A Raisin in the Sun.”
Do-Now: Describe a recent conflict you had. Did the conflict involve just you or someone else? How did you go about trying to resolve this conflict? Were you successful?
Today: 1) Finish acting out scenes from Act 1
2) Go over Act 1, Scene 1 Review Questions
3) Internal vs. External Conflict
4) Class will begin reading Act 1, Scene 2 of “A Raisin in the Sun,” focusing on the opening of the second act and how it affects the mood of the play.
5) In pairs, students will finish reading Act 1, Scene 2, exploring the characters' different reactions to the arrival of Mama's check.
Exit Slip: Describe ONE internal and ONE external conflict present in “A Raisin in the Sun.”
Homework: Bring in notebook for MONDAY
Do-Now: Describe a recent conflict you had. Did the conflict involve just you or someone else? How did you go about trying to resolve this conflict? Were you successful?
Today: 1) Finish acting out scenes from Act 1
2) Go over Act 1, Scene 1 Review Questions
3) Internal vs. External Conflict
4) Class will begin reading Act 1, Scene 2 of “A Raisin in the Sun,” focusing on the opening of the second act and how it affects the mood of the play.
5) In pairs, students will finish reading Act 1, Scene 2, exploring the characters' different reactions to the arrival of Mama's check.
Exit Slip: Describe ONE internal and ONE external conflict present in “A Raisin in the Sun.”
Homework: Bring in notebook for MONDAY
Tuesday, February 7, 2012
Wednesday, February 8
Objective: SWBAT review Act 1 of "A Raisin in the Sun." SWBAT dramatize a short scene from Act 1 of "A Raisin in the Sun."
Do-Now: What do you predict Mama will do with the $10,000? Explain how you believe she will spend it and why you believe she will spend it that way.
Today: 1) Review Questions for Act 1
2) Dramatizing a Scene from Act 1: In pairs/small groups, students will act out a portion of Act 1.
Exit Slip: Do you feel acting out a scene from Act 1 helped you to better understand the play? Why or why not? What might you do differently the next time you act in front of the class? Explain.
Homework: Bring in a notebook for MONDAY.
Do-Now: What do you predict Mama will do with the $10,000? Explain how you believe she will spend it and why you believe she will spend it that way.
Today: 1) Review Questions for Act 1
2) Dramatizing a Scene from Act 1: In pairs/small groups, students will act out a portion of Act 1.
Exit Slip: Do you feel acting out a scene from Act 1 helped you to better understand the play? Why or why not? What might you do differently the next time you act in front of the class? Explain.
Homework: Bring in a notebook for MONDAY.
Monday, February 6, 2012
Tuesday, February 7
Objective: SWBAT evaluate how the characters Walter, Beneatha, and Ruth ascribe to the gender role expectations of their time.
Do-Now: What are the stereotypical gender roles ascribed to men and women? What are men expected to act like? What are they expected to do? What are women expected to act like? What are they expected to do?
Today: 1) Class will make a list of gender roles for both men and women. Class will look at the characters Ruth and Walter and how each of them follows/doesn’t follow their gender role.
2) Class will continue to read Act 1 of “A Raisin in the Sun.” How does Beneath differ from her gender expectations? Why is she so different from Ruth?
3) Students will continue reading Act 1, looking for further examples of how each of the female characters fulfill/don’t fulfill their gender roles.
4) Class will create a VENN diagram comparing/contrasting Ruth/Beneatha based on their actions/dialogue.
Exit Slip: Does Ruth ascribe to the typical female gender roles of her time? Explain. Does Beneatha? Explain. What might be an explanation for the differences between these two women and how the view the “role” of being a woman?
Homework: Bring in a notebook for Monday.
Do-Now: What are the stereotypical gender roles ascribed to men and women? What are men expected to act like? What are they expected to do? What are women expected to act like? What are they expected to do?
Today: 1) Class will make a list of gender roles for both men and women. Class will look at the characters Ruth and Walter and how each of them follows/doesn’t follow their gender role.
2) Class will continue to read Act 1 of “A Raisin in the Sun.” How does Beneath differ from her gender expectations? Why is she so different from Ruth?
3) Students will continue reading Act 1, looking for further examples of how each of the female characters fulfill/don’t fulfill their gender roles.
4) Class will create a VENN diagram comparing/contrasting Ruth/Beneatha based on their actions/dialogue.
Exit Slip: Does Ruth ascribe to the typical female gender roles of her time? Explain. Does Beneatha? Explain. What might be an explanation for the differences between these two women and how the view the “role” of being a woman?
Homework: Bring in a notebook for Monday.
Sunday, February 5, 2012
Monday, February 6
Objective: SWBAT describe the setting of a play and explain how it is used to create mood in the first scene of the play.
Do-Now: Read the short poem by Langston Hughes located on the third page of A Raisin in the Sun starting with the line “What happens to a dream deferred? (This page is NOT numbered). Compose a 3-5 sentence reflection on the poem. What do you think Langston is saying about dreams that don’t come true? How can you relate this to your own life and your own dreams? How do you predict this poem will tie in with the play?
Today: 1) Review "setting" and "mood"
2) Read the setting of "A Raisin in the Sun"
3) Class will begin reading Act 1 of "A Raisin in the Sun"
Exit Slip: Describe the setting of “A Raisin in the Sun” and explain how the setting reflects the play’s mood.
Homework: Bring in a new notebook for Drama by MONDAY
Do-Now: Read the short poem by Langston Hughes located on the third page of A Raisin in the Sun starting with the line “What happens to a dream deferred? (This page is NOT numbered). Compose a 3-5 sentence reflection on the poem. What do you think Langston is saying about dreams that don’t come true? How can you relate this to your own life and your own dreams? How do you predict this poem will tie in with the play?
Today: 1) Review "setting" and "mood"
2) Read the setting of "A Raisin in the Sun"
3) Class will begin reading Act 1 of "A Raisin in the Sun"
Exit Slip: Describe the setting of “A Raisin in the Sun” and explain how the setting reflects the play’s mood.
Homework: Bring in a new notebook for Drama by MONDAY
Friday, February 3, 2012
Friday, February 3
Objective: SWBAT compare the written version of a play to the film.
Do-Now: What was your favorite play/activity we read/did this year? Why? What was your least favorite? Why? What is one play activity you wish we would have read/did that we didn't?
Today: 1) Finish watching "12 Angry Men"
2) Compare/Contrast the play to the film
Exit Slip: Do you feel the film version of the play helped you to better understand the plot? Why or why not? Which did you enjoy more---the written version of the play or the film? Why?
Do-Now: What was your favorite play/activity we read/did this year? Why? What was your least favorite? Why? What is one play activity you wish we would have read/did that we didn't?
Today: 1) Finish watching "12 Angry Men"
2) Compare/Contrast the play to the film
Exit Slip: Do you feel the film version of the play helped you to better understand the plot? Why or why not? Which did you enjoy more---the written version of the play or the film? Why?
Thursday, February 2, 2012
Thursday, February 2
Objective: SWBAT compare the written version of a play to the film.
Do-Now: What are your reactions to the play's ending? Was it believable? Why or why not? What do you believe caused all the jurors to change their minds?
Today: 1) Review the ending of Act 3
2) Begin watching "Twelve Angry Men"
Exit Slip: What similarities/differences have you noticed between the play and the movie so far?
Do-Now: What are your reactions to the play's ending? Was it believable? Why or why not? What do you believe caused all the jurors to change their minds?
Today: 1) Review the ending of Act 3
2) Begin watching "Twelve Angry Men"
Exit Slip: What similarities/differences have you noticed between the play and the movie so far?
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