The Effects of the Civil Rights Movement on American Literature
11th Grade American Literature
Six Weeks
Ms. Kelly Britton
1
Introduction
The units in my 11th grade American Literature course are chronological, beginning with
the early stages of America and ending with more contemporary literature. The first unit of the
year was on early America; we studied puritan texts, such as Jonathan Edwards’s Sinners in the
Hands of an Angry God and The Crucible, along with Native American texts, such as Black Elk
Speaks. The second unit, which directly precedes this one on the civil rights movement, included
lessons on the civil war/slavery (The Adventures of Huckleberry Finn), and the American dream
(The Great Gatsby).
Students in my class are between the ages of sixteen and seventeen. They have many hobbies
including sports, music, and reading, but they are primarily interested in technology (blogs, cell
phones, texting, YouTube) and social media (Facebook, Twitter). This is not an honors/AP class, nor
is it remedial. My juniors are capable readers and writers; however some make simple
grammatical/spelling mistakes in their writing (incorrect comma usage, difficulties with
homophones). We have a wide variety of learners (visual, auditory, kinesthetic) and two students
who speak English as a second language.
Unit 3: Literature of the Civil Rights Movement
Songs

“Blowin’ in the Wind”

“A Hard Rain's A-Gonna Fall”
2

“The Times They Are A-Changin'” - Bob Dylan
Poetry

“I, Too, Sing America”

“Dream Deferred”

“The Negro Speaks of Rivers”

“Dream Variations”

“The Weary Blues”

“Merry-Go-Round” - Langston Hughes
Drama

A Raisin in the Sun -Lorraine Hansberry
Speech

“I Have a Dream” - Martin Luther King Jr.
Film

A Raisin in the Sun

YouTube clip of jazz performance
(http://www.youtube.com/watch?v=7-qEZ9zeIJw&feature=related)
*Lessons address the Colorado Model Content Standards.
3
Understanding By Design Unit Template
Title of Unit
Curriculum Area
Developed By
The Effects of the Civil
Rights Movement on
American Literature
Grade Level
11th Grade
American Literature
Time Frame
Four Weeks
Ms. Kelly Britton
Identify Desired Results (Stage 1)
Content Standards
Standard: 1. Oral Expression and Listening
1. Verbal and nonverbal cues impact the intent of communication
b. Deliver formal oral presentations for intended purpose and audience, using effective
verbal and nonverbal communication
c. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
2. Validity of a message is determined by its accuracy and relevance
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively. (CCSS: SL.1112.1)
i.
ii.
iii.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas. (CCSS: SL.11-12.1a)
Evaluate effectiveness of oral delivery techniques
Listen critically to evaluate the overall effectiveness of the presentation
Standard: 2. Reading for All Purposes
1. Complex literary texts require critical reading approaches to effectively interpret and evaluate
meaning
a. Use Key Ideas and Details to:
i.
Cite strong and thorough textual evidence to support analysis of what the text says
4
ii.
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain. (CCSS: RL.11-12.1)
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text. (CCSS: RL.11-12.2)
Understandings
Essential Questions
Overarching Understanding
The Civil Rights Movement and the events leading
up to it had a profound impact on American
Literature.
Overarching
What impact did the
Civil Rights Movement
have on American
Literature?
Topical
How does
discrimination affect
our:
Relationships?
Related Misconceptions
Personality?
During the Civil Rights era, African-Americans were
not alone in fighting for equality. It is important to
study African-American literature along with white
perspectives to better understand the movement and
its effect on those involved.
Future?
Prospects?
Happiness?
Knowledge
Skills
Students will know…
Students will be able to…



Some of the common struggles AfricanAmericans dealt with during the Civil
Rights Movement.
People of various ethnic groups fought
for equality during the movement.
People expressed their sadness/frustration
through art.







Give presentations while
implementing effective public
speaking techniques.
Listen critically to presentations and
provide helpful feedback.
Examine/evaluate class concepts
through online class forums.
Participate in online class forums:
examine/evaluate class concepts,
create thought-provoking questions,
take ownership of class
conversations.
Workshop in groups.
Analyze texts for multiple
meanings/interpretations.
Create Soundscapes that convey the
tone of a poem
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Assessment Evidence (Stage 2)
Performance Task Description
Goal
To present a dream they have for America’s future (can narrow to their
town or school)
Role Concerned citizen
Audience People of America (towns people, students and faculty)
Situation
A public speech given from the steps of the Lincoln Memorial (town
square, school auditorium)
Product/Performance A persuasive presentation
Standards Rubric
Other Evidence
Weekly reading quizzes and daily journal writing.
Learning Plan (Stage 3)
Where are your students headed?
Where have they been? How will you
make sure the students know where
they are going?
Students are about to dive into literature and art from
the Civil Rights Movement era. At the onset of the unit,
the students and I will fill out a KWL chart on the
movement, this way I can make sure they understand
the concepts we will cover. The KWL also gives them
opportunity to ask questions about the movement,
which in turn shows me which areas need more
emphasis.
How will you hook students at the
beginning of the unit?
I have a photography viewing assignment planned for
the first day of the unit. I’m bringing actual pictures
from the C.R.M. which will engage students and give
them a window into the time period and the inequality.
Also, because this is a group assignment, students will
hopefully be lively and excited.
What events will help students
experience and explore the big idea and
questions in the unit? How will you
equip them with needed skills and
I have lectures planned to give students important
contextual information for our literature. We will listen
to and watch Bob Dylan perform his C.R.M. songs,
6
knowledge?
showing students how the movement affected pop
culture and other art forms (I also have a clip of a jazz
musician from the time). We will watch MLK Jr. give
his famous speech, which is a powerful way to engage
students.
How will you cause students to reflect
and rethink? How will you guide them
in rehearsing, revising, and refining
their work?
I’m teaching students how to blog/participate in online
forums, which allows them to engage with the
texts/class concepts any time of the day. At first, I will
also comment on the discussion topics, showing
students how to respectfully and properly add to
conversation, and I hope students flourish with the
activity and become independent of teacher input. I
will also have them journal write on important
topics/themes from the unit, causing them to reflect and
think critically. Before they present their speeches,
students will refine their work with peer editing
workshops.
How will you help students to exhibit
and self-evaluate their growing skills,
knowledge, and understanding
throughout the unit?
The summative assessment at the end of the unit asks
students to use the different forms of discrimination on
our texts to create their own “I Have a Dream” speech,
thus making them exhibit their growing skills and
understanding of important unit concepts.
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students, without
compromising the goals of the unit?
I tried to blend various instructional strategies to appeal
to my diverse learners. I have lectures planned, along
with small and large group activities/discussions, and
learner-centered instruction, such as the picture
viewing activity. Many of my lessons/activities are
open enough to allow for differentiation: I provide
students with a lot of choice, so they can choose to
work that best fits their learning style; or they can
choose to challenge themselves.
How will you organize and sequence the
learning activities to optimize the
engagement and achievement of ALL
students?
I vary instructional strategies so students don’t get
bored, such as alternating between lecture, group and
individual work, incorporating art/music/video, and
creative Souncscape projects. We also have class
discussions mixed into the instruction.
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Rationale
Studying America’s history is essential for our students because it helps them understand
diverse perspectives and how our current society came to be. It also requires students to examine
their personal morals and identity. The texts in my unit plan are centered on the Civil Rights
Movement, an extremely important part of our nation’s history. I chose to this narrow focus
because it “…provides opportunities for each student to construct a personal interpretation or
perspective, ideally one that takes into account and synthesizes the various ideas explored
through the unit texts and discussions” (Smagorinsky 111).
The movement changed the existing order and brought more equality to ethnic minorities
and women. Because we live in a diverse, multi-cultural nation, we must strive to understand
each other, and studying events like the Civil Rights Movement help us accomplish this. Yes,
students will undoubtedly learn about the movement in their American history class, but
examining texts from the time will provide them with real emotions and perspectives of those
involved.
We will study fiction and nonfiction to give students diversity on the subject. The
nonfiction pieces we will examine are Martin Luther King’s “I Have a Dream” speech and songs
by Bob Dylan such as “Blowin’ in the Wind”. I will play the actual sound bites for students so
they can hear the texts as they were meant to be heard and feel the emotion in the words/music.
We will also study the poetry of Langston Hughes and A Raisin in the Sun by Lorraine
Hansberry. It was very important to me to include works by diverse authors; the Civil Rights
Movement did not solely impact African-Americans or males. Many whites protested racism and
wanted equality for minorities, and the movement inspired women to fight for gender equality.
8
Students will study works written by African-Americans, whites, women and men to understand
the various impacts of the movement.
It’s extremely relevant to study the movement because it has many parallels to America’s
current issues, such as immigration, affirmative action, and same-sex marriage. Students are
faced with, and asked to vote on these political topics and need to be equipped with knowledge
in order to form and support their beliefs on the issues. Studying the Civil Rights Movement will
help students understand how others fought for what they believed in, or protested what they felt
was wrong.
The Civil Rights Movement was largely affected by racism and can be uncomfortable to
discuss. The texts I’ve included don’t have many vulgar words, but the topics are serious and can
be painful. Although difficult concepts will arise, I think it’s profoundly important for students to
examine literature from the Civil Rights Movement in order to be more competent citizens and
human beings.
Source: Teaching English By Design by Peter Smagorinsky
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Calendar
Monday
Tuesday
• Intro to new unit:
The Effects of the
Civil Rights
Movement on
American Literature.
• Picture viewing
activity.
Wednesday
Thrusday
• Harlem
Renaissance and
Langston Hughes.
• KWL
• Discussion: “What
are some current
issues that you are
passionate about?”
• Write poems on
these issues
• Intro to
Soundscape
assignment
• Soundscape
presentations
• Songs of the
C.R.M. – Bob Dylan
Class in the
computer lab
• Create
Soundscapes
• Background on
Lorraine Hansberry
• Intro to play: A
Raisin in the Sun
• Read Act II, scene I
& ii of A Raisin in the
Sun
• Discussion: What
are the pros and
cons to assimilation?
• “I Have a Dream”
by MLK Jr.
• How to give an
effective speech
• Intro to speech
assignment
• Read Act I of a
Raisin in the Sun
• Discussion: What is
a stereotype? Give
an example. What is
prejudice? How do
stereotypes relate to
prejudice?
•Read Act II, scene iii
and
Act
III
• Discussion: What
are the dreams of
the main characters
and how are they
deferred?
Class in the
computer lab
Work on speeches
Speeches
Friday
• Langston Hughes
poetry:
• How do life
experiences impact
an author's writing?
• Online discussions
Workshop day
Speeches
10
Lesson #1: Perspectives from the Civil Rights Movement: a Photography Analysis
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will analyze pictures from the Civil Rights Movement to understand the
context for the literature in our unit and the perspectives/beliefs of the time.
Link: Many students will have learned about the Civil Rights Movement in their history classes
and will have some degree of prior knowledge on the subject.
Standards: Colorado Model Content Standards for 11th Grade
Standard 2.2
a. Use Key Ideas and Details to:
i.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
ii.
Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of the text.
iii. Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
iv.
Predict the impact an informational text will have on an audience and justify the
prediction
Standard: 4.2
a. Analyze the logic of complex situations by questioning the purpose, question at issue,
information, points of view, implications and consequences inferences, assumptions and
concepts
b. Evaluate strengths and weaknesses of their logic and logic of others by using criteria
including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and
precision
c. Determine the extent to which they entered empathetically into competing points of view,
exercised confidence in reason, recognized the limits of their knowledge on the topic
(intellectual humility), explored alternative approaches to solving or addressing complex
problems (intellectual flexibility), and were open to constructive critique (intellectual
open-mindedness)
d. Analyze and assess the logic of the interdisciplinary domains inherent in reasoning
through complex situations
e. Monitor and assess the extent to which their own beliefs and biases influenced their
reactions to the viewpoints and logic of others
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How Lesson Addresses Standards: A photograph is a form of text with its own themes and
agendas. The lesson’s picture viewing activity adheres to the above standards because students
will implement/enhance their reading skills of critical viewing, questioning what’s in front of
them, analyzing content and how it’s represented, and evaluating messages.
Differentiation: Placing students in groups allows students who normally don’t speak up to
share their thoughts and opinions. It is also a great activity for kinesthetic and visual learners.
Instructional Sequence: Ninety minute lesson
1. Anticipatory set: read this quote to students: “We hold these truths to be self-evident, that
all men are created equal, that they are endowed by their Creator with certain unalienable
Rights, that among these are Life, Liberty, and the pursuit of Happiness”- Thomas
Jefferson
2. Lecture on the Civil Rights Movement (50 min)
a. Racism and segregation
i. In businesses, legislation and schools
b. Brown v. Board of Education of Topeka, Kansas
c. Violent attacks on peaceful demonstrations
d. The Selma-to-Montgomery March for voting rights
e. Martin Luther King Jr.
f. Montgomery bus boycott- Rosa Parks
g. November 13, 1956: the Supreme Court rules Alabama's bus segregation laws
unconstitutional.
h. 1964 Civil Rights Act.
i. Information found at: http://www.nps.gov/nr/travel/civilrights/
j. Project this timeline on the board and discuss with students:
http://www.infoplease.com/spot/civilrightstimeline1.html
3. Class stretch/break (5 min)
4. Introduce photography analysis activity
a. In groups of four, students will examine two Civil Rights Movement era
photographs, using the photograph analysis worksheet. (35 min)
b. I will circulate around the room, making sure to sit in with each group at least
once.
c. After completing the worksheets, groups will present their photographs and
analyses to the class.
d. We will have a class discussion on each image, forming interpretations and
relating its content to themes from the Civil Rights Movement.
12
Materials:



20 copies of the photograph analysis worksheet
14 Civil Rights Movement photographs (http://www.crmvet.org/images/imgselma.htm)
Projector and computer for PowerPoint presentation
13
Analyzing Worksheet
This Activity Sheet designed by the Oakland Museum of California Education Department
Take a few minutes and carefully observe the photograph then complete the following questions
Details:
1. What are the facial expressions of the people?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
2. Describe the clothing.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
3. Describe the activities that the people in the photograph are doing.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
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4. What do you see in the photograph that you do not see today?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Historical Perspective:
1. Identify three things in this photograph that tells about the historical period in which it is set.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
2. What clues did you use to help identify the historical period of the picture?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Purpose:
1. Why do you think that this picture was taken?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
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2. What do you think the photographer was trying to tell us about the people, setting or life
during this historical time period by taking this picture?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Deeper Thought:
1. What questions do you have about this photograph?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
2. Where would you go to find the answers to your questions?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Write a caption for this photograph which explains what you want others to know about it.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
16
Civil Rights Movement photographs
(http://www.crmvet.org/images/imgselma.htm)
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Lesson #2: The Harlem Renaissance and Langston Hughes
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will learn about the Harlem Renaissance and Langston Hughes, specifically
his effect on American literature and the Civil Rights Movement.
Link: Students know have background information on the Civil Rights movement (racisms,
legislation and political changes), now they will learn about the cultural movement that helped
lead to the revolution.
Standards:
Standard 1.2
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively. (CCSS:
SL.11-12.1)
i.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas. (CCSS: SL.11-12.1a)
ii.
Analyze the resources cited for validity
iii. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task. (CCSS: SL.11-12.1b)
How Lesson Addresses Standards: Students will have done their own informal research on the
Harlem Renaissance and life of Langston Hughes, thus during my lecture, we can pause for
discussions and students can add information they found. If material seems untrustworthy, we
may need to analyze where the information was gathered. I also expect students to listen
critically and engage in class discussions about today’s content.
Differentiation: For the lecture portion, I will put important facts on the board to appeal to
visual learners as I explain the concepts aloud (appealing to auditory learners).
Instructional Sequence: Ninety Minute Lesson
1. KWL activity (10 min)
a. Put students in groups of 3-4 and hand each student a blank KWL chart. (10 min)
b. Have groups work together to fill out the first two rows: “What do I know about
the Harlem Renaissance/Langston Hughes. What do I want to know.”
c. Put a blank KWL on the projector and ask students to share their responses- fill
out the two columns.
18
d. Tell students to fill out column three during the lecture
2. Lecture on the Harlem Renaissance (35 min)
a. Use EEI (Effective educational inquiry) to ask students what they know, if
anything, about the Harlem Renaissance
b. It was a cultural movement during the 1920s and 1930s. At the time, it was
referred to as the “New Negro Movement”
c. The epicenter of this movement was in New York
d. W. E. B. Du Bois
i. National Association for the Advancement of Colored People (NAACP)
e. Political awareness through the arts
i. “Jazz music, African-American fine art, and black literature were all
absorbed into mainstream culture”
f. Prohibition and speakeasies
g. The Cotton Club- play YouTube video of Cab Calloway performing:
http://www.youtube.com/watch?v=7-qEZ9zeIJw&feature=related
h. Information on Harlem Renaissance found at:
http://www.biography.com/blackhistory/harlem-renaissance.jsp#thr
3. Lecture on Langston Hughes (35 min)
a. Life, works and influence:
i. Parents divorced, raised by his grandmother
ii. Attended Columbia and Lincoln University
iii. The Weary Blues, 1926.
iv. Influence on civil rights and role in Harlem Renaissance: “Langston
Hughes is particularly known for his insightful, colorful portrayals of
black life in America from the twenties through the sixties. He wrote
novels, short stories and plays, as well as poetry, and is also known for his
engagement with the world of jazz and the influence it had on his writing”
v. Died of prostate cancer May 22, 1967
vi. Information found at: http://www.poets.org/poet.php/prmPID/83
b. Play YouTube clip of Hughes reading “I, Too”:
http://www.youtube.com/watch?v=4CUKyVrhPgM
4. Fill out the third column of the KWL as a class so students record important information
for future reference. (10 min)
Materials: Computer, projector, 27 copies of KWL chart
19
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Lesson #3 The poetry of Langston Hughes
(The lesson teaches a 21st century skill: students will learn how to participate in online
discussions/blogs)
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:



Identify connections between an author's work and the social and historical contexts in
which it was written
Analyze poetry by Langston Hughes, examining literary devices and context
Use our class Ning to participate in online discussions/blogs
Link: Students will have just learned about important historical and social issues during the Civil
Rights movement/Harlem Renaissance and they are familiar with the life of Langston Hughes.
Standards:
Standard 2.1.
a. Use Key Ideas and Details to:
i.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text. (CCSS: RL.11-12.2)
b. Use Craft and Structure to:
i.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.) (CCSS: RL.11-12.4)
ii.
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement). (CCSS: RL.11-12.6)
iii. Explain the influence of historical context on the form, style, and point of view of
a written work
c. Use Integration of Knowledge and Ideas to:
i.
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 and one play
by an American dramatist.) (CCSS: RL.11-12.7)
21
ii.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics. (CCSS: RL.11-12.9)
How Lesson Addresses Standards: Students will be given a list of literary/poetic devices and
must use those to analyze the poetry of Langston Hughes. Students will also draw connections
between the poetry and social/historical context in which it was written to determine the most
accurate themes, concepts and interpretations.
Differentiation: For the lecture portion, I will put important facts on the board to appeal to
visual learners as I explain the concepts aloud (appealing to auditory learners).
Instructional Sequence: Ninety minute lesson
1. Anticipatory set: journaling: “What about the world grabs your attention and encourages
you to speak out?” (5 min)
2. Share responses (5 min)
3. Initiate a class discussion: (10 min)
a. How social context has a dramatic impact on one's goals and choices.
i. (Example: many Americans enlisted in the armed forces after September
11)
b. How do life experiences impact an author's writing?
4. Give students handout on common poetic devices and define each one (10 min)
5. Divide students into six groups and give each group a Hughes poem
a. “I, Too, Sing America” “Dream Deferred”“The Negro Speaks of Rivers” “Dream
Variations” “The Weary Blues” “Merry-Go-Round”
6. Ask groups to underline and label poetic devices in their poem and draw connections
between the historical context, Langston Hughes' personal experiences, and their own
interpretation of the poem's meaning (20 min)
7. Each group will present their poem by reading it aloud and sharing their interpretations (20
min)
a. Project each poem on the board so the whole class can see
b. Add important info any group left out
c. Ask each questions to spark discussion
i. How did what you learned about Hughes' life affect your interpretation of
the poem?
8. Introduce/explain Ning online discussions (20 min)
a. Project Ning.com on the overhead and show students how to participate in online
class discussions.
b. Explain that students will be asked to add a comment to a class discussion topic
the day before we meet so we can use those comments for in-class conversation.
c. Discussion topic for next class: “What are some current issues in America that
you are passionate about?”
Materials: Computer, projector, 27 copies of literary devices handout, Langston Hughes poems
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Literary Devices Handout
Allegory
A representation of abstract ideas or principles by characters, figures, or events in narrative,
dramatic, or pictorial form and can often be an extended metaphor for a specific historical or
political event.
Alliteration
A stylistic device, or literary technique, in which successive words (more strictly, stressed
syllables) begin with the same consonant sound or letter.
Assonance
The repetition of vowel sounds within a short passage of verse.
Connotation
The set of associations implied by a word in addition to its literal meaning.
Consonance
The repetition of consonant sounds in a short sequence of words.
Denotation
The literal dictionary meaning(s) of a word as distinct from an associated idea or connotation.
Extended Metaphor
A metaphor which is drawn out beyond the usual word or phrase to extend throughout a stanza or
an entire poem, usually by using multiple comparisons between the unlike objects or ideas.
Figurative
The use of words, phrases, symbols, and ideas in such as way as to evoke mental images and
sense impressions.
Imagery
The use of expressive or evocative images in poetry, art, literature, or music.
Metaphor
A rhetorical trope defined as a direct comparison between two or more seemingly unrelated
subjects. This device is known for usage in literature, especially in poetry, where with few words,
emotions and associations from one context are associated with objects and entities in a different
context.
Symbol
A symbol is a graphical, written, vocal or physical object which represents another, usually more
complex, physical or abstract object, or an object property.
Syntax
The way in which linguistic elements (words and phrases) are arranged to form grammatical
structure.
Tone
The poet's or persona's attitude in style or expression toward the subject. Tone can also refer to
the overall mood of the poem itself.
Found at: http://projects.uwc.utexas.edu/handouts/?q=node/40l
23
Lesson #4 Social Issues in America and Introduction to soundscapes
(This lesson teaches a 21st century skill)
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Write poetry that speaks to a personally relevant issue in America
Create Soundscapes that convey a poem’s tone/theme
Link: Last class, we saw how the social/historical climate affected Langston Hughes and
inspired him to write. Today students will write about issues that affect them today.
Standards:
Standard: 3.1.
a. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3)
i.
Engage and orient the reader by setting out a problem, situation, or observation
and its significance, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences or events.
(CCSS: W.11-12.3a)
ii.
Use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, events, setting, and/or characters. (CCSS: W.1112.3d)
iii. Use a range of strategies to evaluate whether the writing is presented in a clear
and engaging manner (such as reading the text from the perspective of the
intended audience, seeking feedback from a reviewer)
iv.
Evaluate and revise text to eliminate unnecessary details, ineffective stylistic
devices, and vague or confusing language
How Lesson Addresses Standards: Students will write poems that depict a current social
problem in America. They will be encouraged to include literary devices from last class’s
handout and will share their poem with a partner for feedback.
Differentiation: Students will be able to write about issues that they personally care about,
which appeals to everyone’s individual interests.
Instructional Sequence: Ninety minute lesson
1. Poetry writing activity
a. Invite each student to write a free-verse poem that speaks to a personally relevant
world issue.
b. Prewrite: (15 min)
i. Ask students to volunteer possible poetry topics
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ii. Pull up the class Ning and display/read students’ discussion comments on
issues in America they are passionate about
iii. Instruct students to revisit their responses to last class’s journal entry for
inspiration.
c. Have students write silently (45 min)
d. Instruct students to pair up and share their poetry (15 min)
i. Workshop: look for literary devices and theme: what issue is the poet
addressing?
e. Ask students to volunteer and share their poems with the whole class
2. Introduce Sounscape assignment (15 min)
a. Give each student a copy of the assignment sheet
b. Explain assignment
c. Check for understanding: ask and answer questions
Materials: Computer, projector, 27 copies of soundscape assignment sheet
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Soundscapes
In an attempt to being out deeper meanings and purpose to significant tones/themes in the poetry
of Langston Hughes, I wanted to combine technology and higher order thinking skills to this
assignment.
Elements of Sound: Sound and music can help us with visual and audio storytelling.
Diegetic sound: source is visible on the screen or whose source is implied to be present by the
action of the film:
 voices of characters
 sounds made by objects in the story
 music represented as coming from instruments in the story space ( = source music)
Non-diegetic sound: Sound whose source is neither visible on the screen nor has been implied to
be present in the action:
 narrator's commentary
 sound effects which is added for the dramatic effect
 mood music
Synchronous Sounds: those sounds which are synchronized or matched with what is viewed. For
example: if the film portrays a character playing the piano, the sounds of the piano are projected.
Asynchronous Sound: Sound which is indigenous to the action but not precisely synchronized with
the action.
Dialogue
Sound Effects
Background Sound
Music
Designing a soundscape:
Soundscapes tell a story with nothing but sound. You may have music, sound effects, and
background sound. Your soundscape should create a mood and depict a tone, theme, action, or other
important element from a Langston Hughes poem.
Steps:
1. Choose which Langston Hughes poem you wish to create a soundscape for
2. Create a cue sheet that lists the proper order each sound and its duration that will be recorded.
Cue sheet also needs to cite the sources of the sound (CD, live, internet source).
3. Create your soundscape
4. Written reflection of your soundscape (1-2 paragraphs)
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5. Listen to each other’s soundscapes.
Directions
1.
a. Start menu
b. Programs
c. Audacity
2. To download sounds
a. Internet Explorer
b. Findsounds.com
c. Find the sound you want
d. Right click on sound
e. Click “Save target as”
f. Save it to desktop or your folder
g. Delete the sounds after you’ve uploaded them to audacity
3. To create a soundscape
a. Go to “Project”
b. Go to “import audio”
c. Timeshift Tool (double-headed arrow) allows you to move around your sound
d. I is the selection tool
e. Click “effect” to fade sound in or out
Rubric
Requirements
1
2
Length
Less than 15 sec
Less than 30 sec
Sounds
Less than 3 sounds
Only 4 sounds
Sound Layout The pauses are so
Large pauses
loud that it breaks
the mood completely
3
4
30+ seconds Close to 1 minute
5 sounds
6 or more sounds
sounds are
Layered sounds &
distinct
smooth transitions
but not layered
Total Points: 40 (10 per requirement)
Activity based off of Mrs. Wolff’s 8th grade project
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Lesson #5 Creating Soundscapes
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Collaborate effectively in small groups
Create sounscapes to Langston Hughes poetry
Link: Students will already know the basics of creating a soundscape from last lesson and will
have already studied Langston Hughes poetry.
Standards:
Standard 1.1 Verbal and nonverbal cues impact the intent of communication
a. Deliver oral talks with clear enunciation, vocabulary, and appropriate organization;
nonverbal gestures; and tone
How Lesson Addresses Standards: Students will understand the importance of nonverbal cues
as they create soundscapes that must contain only sound (no dialogue). They must organize the
soundscapes clearly and effectively to portray the tones in Langston Hughes’s poetry and convey
them to audience members.
Differentiation: Students can tailor this assignment to their individual abilities. Those more
comfortable with technology will be able to create more advanced soundscapes, but I’ve
provided lots of resources for students who are less familiar with the technology. Also, students
can work in groups or individually depending on personal preference.
Instructional Sequence: Ninety minute lesson
1. Review/clarify soundscape assignment (5 min)
2. Place students in small groups of 2-3 (3 min)
a. Students may work alone if desired
3. Assign each group a poem we studied by Langston Hughes (2 min)
4. Instruct students to begin creating soundscapes for their assigned poem (70 min)
a. Circulate throughout the computer lab, checking in with groups and provided
help/feedback.
5. Instruct students to write their 1-2 paragraph reflection/description (10 min)
6. Tell students the finish reflection/ soundscapes for homework and bring them on a thumb
drive or email them to me for next class
Materials: Computer, projector, 27 computers, 27 sets of headphones
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Lesson #6 Soundscape Presentations and Songs of the Civil Rights Movement
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Give informal presentations
Actively and critically listen to soundscapes to determine mood and tone
Link: Today students present their soundscapes that convey an important theme/part of Langston
Hughes’s poetry. Students will also get to hear a new perspective from the Civil Rights
Movement: Bob Dylan.
Standards:
Standard 1.1
a. Give informal talks using an appropriate level of formality of verbal language and
nonverbal interaction with audience
b. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
Standard 1.2
i.
ii.
iii.
iv.
v.
Critique the accuracy, relevance, and organization of evidence of a presentation
Evaluate effectiveness of oral delivery techniques
Listen critically to evaluate the overall effectiveness of the presentation
Analyze the resources cited for validity
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task
How Lesson Addresses Standards: Students will present their soundscapes by first giving a
brief introduction of their poem and how they interpreted it. Audience members will listen
critically to soundscapes and provide presenters with helpful feedback.
Differentiation: Because this is an informal speech, students who fear public speaking will be
able to stand in front of the class with low risks, making them more comfortable in the spotlight
and preparing them for the formal speech at the end of the unit.
Instructional Sequence: ninety minute lesson
1. Anticipatory set: welcome class and play a sample soundscape ( 5 min)
a. Found at http://sites.google.com/site/wolffperiod
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2. Allow groups to present their soundscapes and receive at least three comments from the
audience (40 min)
3. Wrap up soundscape assignment and explain how sounds can help us convey meaning.
4. Introduce class to Bob Dylan (15 min)
a. Life
i. Protests
b. Music
i. Information found at bobdylan.com
c. Play this YouTube video:
http://www.youtube.com/watch?v=6efuxHTiNwE&feature=related
5. Analyze his songs (30 min)
a. “Blowin’ in the Wind” and project lyrics on the board
i. Class discussion: How do the lyrics relate to: Hughes’s poetry, what we
know about the Civil Rights Movement?
ii. Student reactions?
b. Play “A Hard Rain's A-Gonna Fall” and project lyrics on the board
i. Class discussion: How do the lyrics relate to: Hughes’s poetry, what we
know about the Civil Rights Movement?
ii. Student reactions?
c. Play “The Times They Are A-Changin’” and project lyrics on the board
i. Class discussion: How do the lyrics relate to: Hughes’s poetry, what we
know about the Civil Rights Movement?
ii. Student reactions?
6. Conclude lesson: African-Americans were not alone in their fight for equality. Many
were inspired to speak up, and they expressed themselves through the different art forms.
Materials: Computer, projector, speakers, lyrics of the three Bob Dylan songs
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Lesson #7 Background on Lorraine Hansberry and Introduction to A Raisin in the Sun
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Understand the context of the play and relate it to other literature from the unit
Respectfully discuss opinions in small groups
Link: Hansberry’s drama was inspired by Langston Hughes’s poem, “A Dream Deferred” so
students will already be familiar with the main ideas and context of the play.
Standards:
Standard 1.2
i.
ii.
iii.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
Listen critically to evaluate the overall effectiveness of the presentation
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task.
How Lesson Addresses Standards: Students must listen carefully and critically to understand
important information and collaborate in group discussions.
Differentiation: We will have large and small group discussion, allowing the voice of every
student to be heard.
Instructional Sequence: ninety minute lesson
1. Project “A Dream Deferred” on the board
2. Anticipatory set: journal writing: what dreams have you had--what hopes for the future-that didn't come true? How did it feel when you realized that your dream wouldn't come
true? (10 min)
3. Ask for students to share (5 min)
a. Highlight how responses tie back to the poem on the board.
4. Transition to A Raisin in the Sun: a screenplay about a man with a dream that gets
deferred
5. Lorraine Hansberry 20 min)
a. Biography
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i. Lorraine Hansberry was born in Chicago on May 19, 1930, and died of cancer
at the age of thirty-four. A Raisin in the Sun, her first play, was also the first
Broadway production written by an African-American woman and the first by
an African American to win the New York Drama Critics Circle Award
(1959). It was subsequently made into a film (1961) for which this screenplay
was written by Hansberry but only partially used by David Susskind, the
film’s director and producer, a musical (1973), and a PBS television
production for American Playhouse (1989). Although deeply committed to
the African-American human rights struggle, Hansberry was not a militant
writer. Her only other completed play is The Sign in Sidney Brustein’s
Window (1964). Another drama, Les Blancs (1970) was adapted after her
death by her husband and Broadway producer Robert Nemiroff. He also
compiled her writings in To be Young, Gifted and Black: Lorraine Hansberry
in Her Own Words (1969), also presented as an off-Broadway drama in 1969.
ii. This and more found at
http://us.penguingroup.com/static/pdf/teachersguides/raisinsun.pdf
6. Introduce the genre of drama (15 min)
a. Ask the class “Who here has seen a play?
b. What did you like about the play? What did you dislike about the play? How was
it different from watching a movie? How was it different from watching a video
or TV show at home?
c. Using help from students who have seen plays, review the basics of dramatic
structure.
d. Put students in groups of 4-5 and have them discuss the following questions: (20
min)
i. What is meant by exposition, rising action, climax, falling action,
resolution? Give examples from a play you have seen or read.
ii. What purpose does an act serve in a play? Why do some plays have more
acts than others? Give examples from plays you have seen or read.
iii. What are stage directions?
iv. What do the lighting and costumes add to a production?
v. What is the purpose of an audience in a stage play?
vi. What is the purpose of the stage?
7. Introduce A Raisin in the Sun to students (15 min)
8. Pass out reading guides and remind students to contribute to the discussion on the Ning
a. Questions found at: http://www.bmionline.com/pdf/raisininthesun.pdf
Materials: Computer, projector, 27 copies of reading guide
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Name:
Reading Guide for A Raisin in the Sun (34 points)
Act I Scene One
1. Why did Walter ask Ruth what was wrong with her?
2. Why was Ruth upset when Walter gave Travis the money?
3. Who are Willy and Bobo?
4. Walter said, "Damn my eggs . . . damn all the eggs that ever was!" Why?
5. Who is Beneatha?
6. Why was Mama getting a check for $10,000?
7. Why did Beneatha say she wouldn't marry George?
8. What was Beneatha's attitude towards God?
9. What happened to Ruth at the end of Act I Scene One?
Act I Scene Two
1. Who is Joseph Asagai?
2. What did Ruth find out at the doctor's office?
3. Why is Asagai's present to Beneatha appropriate?
4. Why is Asagai's nickname appropriate?
5. What does Mama say is "dangerous"?
6. Where did Ruth actually go instead of the doctor's office?
7. Why did Mama call Walter a disgrace to his father's memory?
Act II Scene One
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1. What was Beneatha's family doing when George came in?
2. What are "assimilationist Negroes"?
3. What did Mama do with her money?
4. What was Walter's reaction to Mama's purchase? Ruth's reaction?
Act II Scene Two
1. How did Ruth find out Walter hadn't been going to work?
2. Where had Walter been going instead of to work?
3. What did Mama do for Walter?
Act II Scene Three
1. Who was Karl Lindner, and why did he visit the Youngers' house?
2. What was Walter's reaction to Lindner?
3. What presents did Mama get?
4. What news did Bobo bring to Walter?
Act III
1. Why didn't Beneatha want to be a doctor anymore?
2. How did Asagai define "idealists" and "realists"?
3. What does Asagai ask Beneatha to do?
4. What fault does Mama find with herself?
5. What solution does Walter have?
6. Why didn't Walter take the money Lindner offered?
7. Did the Youngers stay or move?
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Lesson #8 Act I of A Raisin in the Sun plus Stereotypes and Prejudice
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Examine elements of a drama for deeper meaning and social problems of the time
Participate in class discussions to give new insights and interpretations to a text
Link: After last class’s lecture on Lorraine Hansberry and elements of dramas, students will be
ready to dive into the screen play.
Standards:
Standard 2.1
a. Use Key Ideas and Details to:
i.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii.
Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed). (CCSS: RL.11-12.3)
b. Use Craft and Structure to:
i.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.) (CCSS: RL.11-12.4)
ii.
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement). (CCSS: RL.11-12.6)
iii. Explain the influence of historical context on the form, style, and point of view of
a written work
c. Use Integration of Knowledge and Ideas to:
i.
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 and one play
by an American dramatist.) (CCSS: RL.11-12.7)
ii.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics. (CCSS: RL.11-12.9)
35
How Lesson Addresses Standards: Student will analyze Act I of A Raisin in the Sun and use
story elements such as setting, characterization, word choice, and context to determine deeper
meaning.
Differentiation: Some students may struggle comprehending a screen play (dialogue intertwined
with film directions) so I will show each act of the film version as we read.
Instructional Sequence: Ninety minute lesson
1. Anticipatory set: project students’ online discussion on the board (10 min)
a. Discuss stereotypes and prejudice and ask for examples
2. Transition to stereotypes/prejudice in Act I of our play.
3. Class discussion (45 min)
a. Possible questions:
b. Describe setting: how does their apartment convey tone?
c. What is their living arrangement and why?
d. What characters are presented?
e. Walter Lee and Ruth. What are their expectations of each other?
f. Walter Lee and Beneatha. Are they sensitive to each other's needs, or have they
become locked into the "sibling rivalry" syndrome?
g. Walter Lee and Lena. Is she unconsciously emasculating him? Is he behaving more
like a son than a husband and father? What cultural traditions affect their
relationship?
h. Lena and Ruth. Is Lena trying to undermine Ruth's maternal authority by commenting
on what Travis eats, how he dresses, and her excusing his lapses as "he's just a little
boy" [31
i. What is your opinion of each character?
j. What conflicts are taking place? Why?
k. How could they be resolved?
l. Why are the expectations of each character so different?
m. Questions found at: http://www.teachervision.fen.com/curriculum-planning/teachingmethods/3802.html?page=3
4. Play Act I of the film adaptation: A Raisin in the Sun 2008 (35 min)
Materials: Computer, projector, DVD of A Raisin in the Sun
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Lesson #9 Act II, scenes i and ii of A Raisin in the Sun and Assimilation
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Examine elements of a drama for deeper meaning and social problems of the time
Participate in class discussions to give new insights and interpretations to a text
Link: Today we are simply continuing our study of A Raisin in the Sun
Standards:
Standard 2.1
a. Use Key Ideas and Details to:
i.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii.
Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed). (CCSS: RL.11-12.3)
b. Use Craft and Structure to:
i.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.) (CCSS: RL.11-12.4)
ii.
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement). (CCSS: RL.11-12.6)
iii. Explain the influence of historical context on the form, style, and point of view of
a written work
c. Use Integration of Knowledge and Ideas to:
i.
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 and one play
by an American dramatist.) (CCSS: RL.11-12.7)
ii.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics. (CCSS: RL.11-12.9)
How Lesson Addresses Standards: Student will analyze Act II, scenes i and ii of A Raisin in
the Sun and use story elements such as setting, characterization, word choice, and context to
determine deeper meaning.
37
Differentiation: Some students may struggle comprehending a screen play (dialogue intertwined
with film directions) so I will show each act of the film version as we read. Students will also benefit
from class discussions that clarify important details and they have a reading guide to organize facts.
Instructional Sequence: Ninety minute lesson
1. Anticipatory set: project students’ Ning discussion on the board: “What are the pros and
cons to assimilation?” (5 min)
2. Ask if students will elaborate on their posts (5 min)
3. Discuss Act I scene I and ii (30 min)
4. Do the Youngers assimilate? If so, in what ways? Are they able to fully assimilate?
Why/why not?
5. Describe the character of Beneatha in detail: what are her goals? Are they realistic? What
do other characters think about her goal?
6. Is their elements of feminism in this portion of the reading? Give examples.
7. How does money drive the plot?
8. In groups or individually, have students fill out their reading guides up to Act II, scene ii.
(20 min)
9. Play next portion of film version of A Raisin in the Sun (30)
Materials: Computer, projector, DVD of A Raisin in the Sun
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Lesson #10 Act II, scene iii and Act III of A Raisin in the Sun
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Examine elements of a drama for deeper meaning and social problems of the time
Participate in class discussions to give new insights and interpretations to a text
Link: Today we are simply continuing our study of A Raisin in the Sun
Standards:
Standard 2.1
d. Use Key Ideas and Details to:
i.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain. (CCSS: RL.11-12.1)
ii.
Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed). (CCSS: RL.11-12.3)
e. Use Craft and Structure to:
i.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.) (CCSS: RL.11-12.4)
ii.
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement). (CCSS: RL.11-12.6)
iii. Explain the influence of historical context on the form, style, and point of view of
a written work
f. Use Integration of Knowledge and Ideas to:
i.
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 and one play
by an American dramatist.) (CCSS: RL.11-12.7)
ii.
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more texts from
the same period treat similar themes or topics. (CCSS: RL.11-12.9)
Standard 3.1
a. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. (CCSS: W.11-12.3)
39
i.
ii.
iii.
Engage and orient the reader by setting out a problem, situation, or observation
and its significance, establishing one or multiple point(s) of view, and introducing
a narrator and/or characters; create a smooth progression of experiences or events.
(CCSS: W.11-12.3a)
Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative. (CCSS: W.11-12.3e)
Use a range of strategies to evaluate whether the writing is presented in a clear
and engaging manner (such as reading the text from the perspective of the
intended audience, seeking feedback from a reviewer)
How Lesson Addresses Standards: Student will analyze Act II, scene iii and Act III of A Raisin
in the Sun and use story elements such as setting, characterization, word choice, and context to
determine deeper meaning. Also, students will write pieces from the perspectives of characters in
the drama, such as journal entries or letters.
Differentiation: Some students may struggle comprehending a screen play (dialogue intertwined
with film directions) so I will show each act of the film version as we read. Students will also benefit
from class discussions that clarify important details and they have a reading guide to organize facts.
Instructional Sequence: Ninety minute lesson
1. Anticipatory set: Ning discussion: “What are the dreams of the main characters and how
are they deferred?”
i.
Discuss as a class (5 min)
2. Discuss final acts of the screenplay (30 min)
i.
Important plot points
ii.
Overall themes
iii. Important symbols
3. In small groups, students will fill out their reading guides (20 min)
4. Finish watching the film adaptation (30 min)
5. Conclude drama and explain writing assignment (5 min)
Home Work: Writing assignment (posted to the Ning)
You will write a journal entry from the perspective of one of the characters in the screenplay.
Your other option is to write a letter from one character to another in the play. As we read, the
play leaves audience members with a level of uncertainty about the Youngers’ future. They have
moved from their small, decaying apartment, to a house in a predominantly white neighborhood,
where they were clearly unwelcome. In your journals/letters, speculate on the Youngers new life,
your chosen character in particular. It is very important for you to put yourself in your
character’s shoes.
Format: 1-2 double-spaced pages in Times New Roman font. This is a creative assignment, but
you must show that you’ve been keeping up with the reading by portraying your chosen
40
character correctly. I’m grading it on completion, however, if it appears that you completely
didn’t read, you will not receive full credit. *Edit for type-Os/ spelling errors!
Materials: Computer, projector, DVD of A Raisin in the Sun
41
Lesson #11 Martin Luther King Jr.’s “I Have a Dream” Speech
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Examine elements of a an effective speech and understand how oratorical devices affect
audience members
Give public speeches
Link: Today we are studying a piece of nonfiction that relates perfectly to our previous texts.
Standards:
Standard 1.2
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively. (CCSS:
SL.11-12.1)
i.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas. (CCSS: SL.11-12.1a)
ii.
Critique the accuracy, relevance, and organization of evidence of a presentation
iii. Evaluate effectiveness of oral delivery techniques
iv.
Listen critically to evaluate the overall effectiveness of the presentation
v.
Analyze the resources cited for validity
vi.
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task. (CCSS: SL.11-12.1b)
b. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
(CCSS: SL.11-12.3)
How Lesson Addresses Standards: Students will listen to/watch MLK Jr. give his famous “I
Have a Dream” speech and analyze his oratorical devices.
Differentiation: Instead of merely reading the speech on paper, or listening to an audio file, I
will show students a video of the full speech, appealing to each type of learner.
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Instructional Sequence: Ninety minute lesson
1. Background on Martin Luther King Jr. (15 min)
i.
Biography: http://nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html
ii.
Impact on Civil Rights Movement
2. “I Have a Dream” (5 min)
i.
Dr. Martin Luther King Jr.'s most memorable speech from his life as an activist, "I
Have a Dream," was delivered August 28, 1963 before more than 200,000 people
in front of the Lincoln Memorial in Washington, D.C. as part of the March on
Washington for Jobs and Freedom.
ii.
Give each student a copy of the speech
iii. Play video (20 min)
3. Discuss: (30 min)
i.
What examples of figurative language can be found in the text? (For example,
"seared in the flames of withering injustice"; "manacles of segregation and the
chains of discrimination"; "whirlwinds of revolt"
ii.
How do these uses enhance the overall impact of the speech?
iii. What oratorical devices does King use to add vitality and force to his speech?
(For example, use of refrains such as "I have a dream," "let freedom ring" and
"we can never be satisfied"
iv.
In what specific ways does King call forth his experience as a preacher to lend
persuasive power to the speech? (For example, he uses several images that call to
mind both the plight of black Americans as well as the Old Testament Hebrews
under the oppression of slavery -"the manacles of segregation" and the "chains of
discrimination"; the final line of the speech invokes "the old Negro spiritual" and
is steeped in Biblical influence
v.
Questions and speech assignment below found at:
http://www.pbs.org/newshour/extra/teachers/lessonplans/english/dream_english2_
8-27.html
4. Emphasize effective public speaking techniques and have students take notes (10 min)
5. Introduce speech assignment (Culminating Assessment of Unit) (10 min)
In the spirit of "I Have a Dream," students will compose and deliver speeches that
address a wrong or injustice they see in society. Students will use their poems from the
Langston Hughes week for inspiration.
Guidelines:







5-10 minutes in length
Clearly defined opening, body and conclusion
Clearly defined thesis (main point)
Use of supporting examples to support thesis (2 credible sources)
Use of figurative language
Use of oratorical devices such as refrain and hyperbole
Clearly expressed goals (legal reform; public awareness; etc.)
Materials: Computer and projector
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Lesson #12 Class in the Computer Lab, Researching and Writing Speeches
(This lesson teaches the 21st century skill of conducting online research and evaluating sources)
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:



Research a current issue in America
Evaluate sources for credibility
Construct research and personal opinions into a well-written speech
Link: Today students are writing “I Have A Dream” speeches after studying MLK Jr.’s.
Standards:
Standard 3.2
a. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)
i.
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and
evidence. (CCSS: W.11-12.1a)
ii.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience's knowledge level, concerns, values, and
possible biases. (CCSS: W.11-12.1b)
iii. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing. (CCSS: W.1112.1d)
iv.
Provide a concluding statement or section that follows from and supports the
argument presented. (CCSS: W.11-12.1e)
b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
Standard 4.1
a. Conduct short as well as more sustained research projects to answer a question (including
a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation. (CCSS: W.11-12.7)
b. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text selectively to
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maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation. (CCSS: W.11-12.8)
c. Evaluate quality, accuracy, and completeness of information and the bias, credibility and
reliability of the sources
d. Draw evidence from literary or informational texts to support analysis, reflection, and
research. (CCSS: W.11-12.9)
How Lesson Addresses Standards: Students must gather at least two credible sources that
support their argument on a current issue in America. Their speeches should be persuasive and
inspire students to take action.
Differentiation: Students can work at their own pace at their individual computer, and ask
classmates or the teacher for help when necessary.
Instructional Sequence: Ninety minute lesson
1. On the projector, display this website: http://lib.colostate.edu/howto/evalweb.html
explaining how to evaluate internet sources. (5-7 min)
2. Next project the speech rubric on the overhead so students know the criteria for their
speeches.
3. For the rest of class time, allow students to work on speeches
i.
Circulate around the lab, offering assistance.
Materials: Computers for each student, projector, 27 copies of speech rubric
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Rubric for Culminating Assessment
Found at: mysite.cherokee.k12.ga.us/.../jodi.../Persuasive%20Speech%20Rubric.doc
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Lesson #13 Writing and Work shopping Speeches
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Provide helpful, critical feedback during workshop time
Revise their speeches for extra polish and effectiveness
Link: Today students are refining and work shopping their “I Have A Dream” speeches.
Standards:
Standard 3.2
a. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)
i.
Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and
evidence. (CCSS: W.11-12.1a)
ii.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience's knowledge level, concerns, values, and
possible biases. (CCSS: W.11-12.1b)
iii. Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing. (CCSS: W.1112.1d)
iv.
Provide a concluding statement or section that follows from and supports the
argument presented. (CCSS: W.11-12.1e)
b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.
How Lesson Addresses Standards: Students will continue to refine their persuasive texts, and work
shop their classmates’ speeches to ensure that each argument has sufficient support.
Differentiation: Students can take the class time to finish their speeches if they need more time, or
they can have them work shopped by each other, or conference with me.
Instructional Sequence:
1. Project Colorado Model Content Standards on the board so students can see how their
speeches must be constructed. (5-10 minutes)
i.
Read them aloud, explain, and answer questions
2. The remainder of the time is for students to work on their speeches
Materials: Computer and projector
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Lesson #14 and #15 Students Give their Speeches
Subject: 11th Grade American Literature and Composition
Unit: Literature of the Civil Rights Movement
Objectives: Students will be able to:


Give effective public speeches while paying attention to audience feedback
Listen critically to presentations and give feedback: one thing that worked, one thing to
improve on
Link: Today students are using everything we have read about discrimination, prejudice, and
stereotypes and presenting their persuasive speeches on current issues in America.
Standards:
Standard 1.1
a. Deliver formal oral presentations for intended purpose and audience, using effective
verbal and nonverbal communication
b. Deliver oral talks with clear enunciation, vocabulary, and appropriate organization;
nonverbal gestures; and tone
c. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
Standard 1.2
i.
ii.
iii.
iv.
v.
Critique the accuracy, relevance, and organization of evidence of a presentation
Evaluate effectiveness of oral delivery techniques
Listen critically to evaluate the overall effectiveness of the presentation
Analyze the resources cited for validity
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the
investigation or complete the task. (CCSS: SL.11-12.1b)
b. Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies
among the data. (CCSS: SL.11-12.2)
c. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
(CCSS: SL.11-12.3)
How Lessons Address Standards: Students will present their own “I Have a Dream” speeches
after studying Martin Luther King Jr.’s. Speakers must pay attention to audience responses to
their speech and write a brief report on how their presentation was received. Students will listen
48
critically to each presentation and provide helpful feedback, such as “You’re eye contact was
strong, but you were too quiet at times.”
Instructional Sequence: ninety minute lessons
1. Presentations all class (for both days)
2. After each presentation, have three students give the speaker one compliment and one
thing to work on.
3. At the end of the second day, after the very last speech, put a list of all the
speeches/speakers on the board and have a class vote on whose was the most effective.
4. The class will demonstrate a peaceful sit in for the issue in the winner’s speech.
Materials: Computer and projector.
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Culminating Assessment
In the spirit of "I Have a Dream," students will compose and deliver speeches that
address a wrong or injustice they see in society. Students will use their poems from the
Langston Hughes week for inspiration. Students will build from what we’ve learned
about prejudice, discrimination, and stereotypes to create a persuasive speech that
addresses a current issue in America. The speech must have at least two credible sources
for support.
Guidelines:







5-10 minutes in length
Clearly defined opening, body and conclusion
Clearly defined thesis (main point)
Use of supporting examples to support thesis (2 credible sources)
Use of figurative language
Use of oratorical devices such as refrain and hyperbole
Clearly expressed goals (legal reform; public awareness; etc.)
Rubric on following page was found at:
mysite.cherokee.k12.ga.us/.../jodi.../Persuasive%20Speech%20Rubric.doc
50
Rubric for Assessing Speeches (same one given to students on Day 12)
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Self Assessment
According to the unit plan checklist and rubric, my introduction is advanced because the
form is a blend of an essay and bulleted lists that combine to create a clear vision of my unit. I
describe our texts, separated by genre, my class, and where this unit falls in the overall plan for the
year. I also state which standards my unit addresses (Colorado content model standards).
My UbD template is advanced because it clearly defines the unit (its theme, major questions,
skills, etc.) and which standards/benchmarks that I will teach to, such as those for oral expression
(my culminating assessment is a persuasive speech).
My rationale is advanced because I explain the necessity of studying literature from the Civil
Rights Movement and site Smagorinsky for why thematic units help students construct
interpretations and synthesize the various ideas/concepts explored in different, yet related texts. I also
discuss all of the texts we will study and I connect issues from the Civil Rights Movement to
students’ lives and make them relevant.
My lesson plans are advanced because I begin the unit with a picture viewing activity (of
photographs from the Civil Rights Movement era) that gets students engaged with the content and
familiarizes them with the context of our upcoming literature. I wrote fifteen ninety-minute lesson
plans, three of which teach a 21st century skill (blogging/online discussions on a Ning, creating
Soundscapes, and evaluating electronic sources for credibility). I use YouTube videos, DVDs and
songs/lyrics to engage students with the content. I also designed every lesson around specific
benchmarks, so students will learn and have fun at the same time (the way it should be).
My culminating assessment is advanced because it takes into consideration all of the themes
from our Civil Rights Movement literature (discrimination, prejudice, stereotypes) and connects them
with modern-day problems in America. Students will see how Americans struggled and fought for
their beliefs and be inspired to write their own persuasive speech about a personally relevant issue in
America. Persuasive speeches are a common assignment and there are hundreds of rubrics online. I
read many rubrics until I came across one that was perfect for our speeches. It is an analytic rubric
which I felt was best for the speech assignment because it has so many parts to it. I hope it’s okay
that I didn’t personally create the rubric; the one I included is exactly what I wanted.
I’m truly proud of my unit plan and believe my hard work has earned an A (97%). I’m not
sure what I need to improve on, though I know that there is always room for improvement. I’m still
in the process of learning how to create effective lesson plans and design with the end in mind.
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