Teacher(s)

Maya Doughan

Subject group and discipline

Language and Literature

Unit title

A Raisin in the Sun

MYP year

Grade 11

Unit duration (hrs)

15
hrs

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Connections

Character

Identity and Relationships

Theme

Defining who we are as individuals and within ones

culture, assessing ones place within the family unit,
analysis of personal relatioships with others and
finding ways of persuing our dreams.

Statement of inquiry

When faced with social constraints such as the civil rights movement, ones identity is threatened. Dreams are called into question as we turn to our family
for stability and guidance. Culture significantly plays a large role in defining our personal identiy. It is our responsibility to make connections between
who we are as a person, what dreams we strive towards and what social/familial expectations are imposed upon us.

Inquiry questions

Factual What are the predominant themes of the novel? What is the setting in the novel?
Conceptual Why are dreams important? How does one achieves their dreams when faced wth conflict?
Debatable How do you define yourself as an individual? Does where you live, your culture or your family significantly affect your chances of achieving your
personal goals?

Objectives

Summative assessment

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Outline of summative assessment task(s) including

assessment criteria:

Relationship between summative assessment task(s)

and statement of inquiry:

Objective A: Analysing
Analyse the effects of the creators choices on
an audience

1.

(Criteria A)
2.

Objective B: Organizing

3.

Produce texts that demonstrate insight,

imagination and sensitivity while exploring and
reflecting critically on new perspectives and
ideas arising from personal engagement with
creative process

Journal entry on having a dreams

(Criteria C)

Employ organizational structures that serve the

context and intention
Obejctive C: Producing text

Analysis Questions

Summative Quiz
(Criteria A)

4.

Dramatization of selected scenes from the

play
(Criteria D)

Objective D: Using language

Use appropriate an varied vocabulary,
sentence structure and forms of expression

5.

Writing a monologue
(Criteria D)

6.

Reader Response
(Criteria A, B, C &D)

Analytical questions will allow students to reflect on

the authors creative choices and interpret the effect
of these choices on the audience.
Journal entries will allow students to indentify their
personal dreams and begin to think about how they
can obtain them.
Summative quiz will allow the instructor to evaluate
the students knowledge on the play and make critical
thoughtful analysis of the Youngers family dynamic
and linking the families struggles to a greater global
context.
Dramatization will allow students to make a personal
connection to a character. Students will interprete the
character and bring him/her to life with their acting.
Students will develop a deeper understanding by
making dynamic choices in movement, body
positions, vocal tone, and conveying emotions.
Students will be required to write a monologue that
will demonstrate their understanding of playwriting.
The monologue will allow the students to develop
their voice as a writer by bringing a character to life.
Reader response will allow the students to reflect on
the play and use their critical thinking to nalayze and
interpret the meaning of the story, while linking the
play to greater themes and global conflicts.

Approaches to learning (ATL)

Critical thinking, reading and analysis

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Coherent, well organized written monologues and plays

Organization and communication skills
Media literacy
Performance

Action: Teaching and learning through inquiry

Content

Learning process

- Overview of Nigerian History

Learning experiences and teaching strategies:

-Overview of the Civil Rights Movements

Read

- Watch video documentaries on Civil Rights

Movement

Practice literary analysis of a dramatic work

- Read articles on Harlem Renaissance

Use critical thinking skills when studying Harlem Renaissance and the Civil Rights Movement
Practice monologue writing skills

-Journal entry on HAVING A DREAM

Practice oral communication (voice projection, gestures)

-Read: A Raisin in the Sun

Practice group collaboration (use of stage, scene interpretation, interaction with audience)

- Practice critical thinking skills during the analysis of

the play
- Engage in discussion regarding having a dream
during very difficult times

Critical Analysis of the play (themes, characters, setting, literary devices, plot)
Using the critical analysis to create the podcast on the internet

-Summative quiz

Formative assessment

-Dramatization of selected scenes from the play

Lead discussion explaining Nigerian History, the Harlem Renaissance and the Civil Rights Movement

-Studying and writing monologues

Facilitate smaller group discussion about dreams, financial instability and racism

-Create a class podcast (Analysis of the play on the

internet) of the play

Create discussion questions as students read each act.

Provide feedback on homework questions and play
Create a quiz
Make a list of scenes available for the students to act
Give notes on Monologues
Provide aid during analysis of the play
Guide students during the creation of the podcast

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Differentiation
Student will have access to one-on-one meetings with the instructor.
Addional daily lunch tutorial will be available for those students who are struggling.
Students have a study guide containing resources for their achievements
Students will have the privilege of listening to each other orally interpret the play by reading aloud. The
students will take turns playing the roles of different characters. This will aid the aucustic learners by providing
them with a strong clear voice where tone in properly inflicted.
Visual learners will also benefit form media literacy. Doccumentries will provide visual cues for historic events
putting the novel in perspective for the students.

Resources

Loraine Hansberrys play A Raisin in the Sun,

-Smart board
-Computer Headphones Microphone
-Documentary on Nigeria
-Articles on Harlem Renaissance
-Short Documentaries on Civil Rights Movement
-Vocab sheets
-Play analysis sheet
-A Raisin in the Sun (play)
-Podcast program

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Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching

After teaching the unit

- Re-read the play

-Create student study guide containing all
resources: reflection questions, literary essay
questions and activities
- Create PowerPoint presentations
-Create a tentative schedule for all readings and
assigments
- Purchased and viewed DVDs for presentations
-Developed guiding questions for groups
discussions and analysis

Middle Years Programme Unit planner