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Amherst High School

Katie Bronowicki “Picture the Scene” Amherst High School Amherst, N.Y. 14226 Cooperating teacher: Pamela Fordham 9 th Grade English Spring 2010. Amherst High School. Amherst High School 4301 Main Street Amherst, New York 14226

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Amherst High School

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  1. Katie Bronowicki“Picture the Scene”Amherst High SchoolAmherst, N.Y. 14226Cooperating teacher: Pamela Fordham9th Grade EnglishSpring 2010

  2. Amherst High School Amherst High School 4301 Main Street Amherst, New York 14226 This lesson was implemented at Amherst High School with 9th Grade English students.

  3. Background Information This lesson was prepared for a 9th Grade Inclusion English class made up of: 17 students -11 females - 6 males Age range: 14-15 years Student with a disability of Autism: 1 Student in ESL: 1 Student identified as an “at-risk” student:1 Students retained: 2

  4. Purpose The purpose of this lesson is to: -Teach students about sequels and prediction strategies using the book A Raisin in the Sun by Lorraine Hansberry. -Teach the students about specific concepts and themes within the play. - Allow students to connect concepts learned to new and creative outside associations as a way to promote further understandings.

  5. Time Frame This lesson will take place during two 40 minute periods. Students who do not complete the “Sequel Scene” activity in class will be able to finish it for homework.

  6. Objectives 1.0 The learners will be able to draw and color a sequel scene to the play A Raisin in the Sun. 2.0 The learners will be able to write a paraphrase, in 3-4 sentences to sum up their sequel scene. 3.0 The learners will be able to write a quote that they make up for one of the characters. 4.0 The learners will be able to write a quote interpretation based on their sequel scene.

  7. Essential Questions What events may have occurred if the play continued, or if A Raisin in the Sun II was created? Do dreams come true? What questions at the end of the play are left unanswered?

  8. Enduring Understanding -A story provides a snapshot into the times and events occurring, as the story is being told. - Predictions and opinions can be made throughout the reading of a story to increase comprehension and interest.

  9. Guiding Questions What is a sequel? How can sequels be used to convey an individual’s opinion on the ending of a specific story? How can the development of sequel scenes identify unanswered questions within plots/events of other stories?

  10. Student Tasks - Participate in the completion of the pre and post tests - Complete the study guide for each Act of A Raisin in the Sun. -Take a test on Act III of A Raisin in the Sun. - Create a sequel scene picture, including the paraphrase and quote portions on a separate sheet of paper.

  11. New York State Learning Standards English Language Arts Level: Commencement Grade Level: 9 Content Standard: 1 Key Idea: Writing

  12. Pre-Assessment The pre-assessment required students to add information to a chart allowing them to: -Summarize a specific scene from Act II of the play. -Define “sequel” and list examples -Write about how a specific scene could be changed if A Raisin in the Sun II was created. -Predict what will happen in Act III or write about what they would want to happen in Act III.

  13. Pre-Assessment Chart

  14. Pre-Assessment Results Distinguished(14-15): 2 students Proficient (12-13): 7 students Developing (9-11):8 students Incomplete/Unsatisfactory(6-8): 0 students 2 students: able to add one piece of information to each column of the chart. 7 students: able to summarize a scene and predict, but may not have been able to add information to other columns. 8 students: were not able to define “sequel.” These students were able to predict what might happen in Act III or what they would want to happen in Act III, but could not add information to the other columns.

  15. Post-Assessment The post-assessment was the exact same chart as the chart presented on the overhead during the pre-assessment: -Summarize a specific scene from Act II of the play. -Define “sequel” and list examples -Write about how a specific scene could be changed if A Raisin in the Sun II was created. -Predict what will happen in Act III or write about what they would want to happen in Act III.

  16. Post-Assessment Chart

  17. Post-Assessment Results Distinguished(14-15): 7 students Proficient (12-13): 8 students Developing (9-11):3 students Incomplete/Unsatisfactory(6-8): 0 students 7 students: able to add something new to each column of the chart. 8 students: able to add something new to almost every section of the chart, with maybe 1 section missing. 3 students: 3 students were able to add new information to only 2 or 3 sections.

  18. Summative Assessment Rubric

  19. Summative AssessmentTeacher Exemplar Paraphrase: Ruth had a baby boy. They moved into their new house. Travis is a big help with the new baby boy. Quote: “ I am so glad I kept this baby because Travis just loves having a baby brother!” –Ruth Quote Interpretation: Everything has improved. Walter has stopped drinking. The baby boy has been a nice addition.

  20. Summative AssessmentResults Distinguished(14-15): 8 students Proficient (12-13): 5 students Developing (9-11):2 students Incomplete/Unsatisfactory(6-8): 2 students 8 students: met all of the expectations; colored scene; 3-4 sentences. 5 students: met most of the expectations; they may not have fulfilled the sentence number requirements; content errors. 2 students: may not have colored their sequel scene;1-2 sentences. 2 students: failed to complete 1 or 2 portions of the assignment.

  21. Student Work:Distinguished Paraphrase In Kellie’s sequel, Joseph Asagai and Beneatha got married in Africa. Beneatha became a doctor, and was able to embrace her culture. Quote “ I am happy that I now embrace my African culture. I am a doctor- something that I have always wanted!” -Beneatha Quote Interpretation Kellie wrote that Beneatha is happier because she is now a doctor in Africa.

  22. Student Work:Distinguished Rubric Score Content/Subject Matter: 4 Attractiveness/Neatness: 4 Layout: 4 Mechanics: 3 Elements: 4 Comments: 19/20 Great job Kellie! I love your image! You used great detail in your paraphrase and quote interpretation. Keep up the good work!

  23. Student Work:Proficient Paraphrase Asia wrote about how Beneatha moved to Africa with Asagai. They are proud of Beneatha’s decision. Quote “ It is worth it to start a life here with Asagai! I even work at a hospital!”-Beneatha Quote Interpretation Beneatha is sad to leave her family, but wants to start her own life. She has become the best doctor in Africa.

  24. Student Work:Proficient Rubric Score Content/Subject Matter: 4 Attractiveness/Neatness: 4 Layout: 4 Mechanics: 2/3 Elements: 4 Comments:18.5/20 Great Asia! Your picture was very descriptive! I could tell you worked hard on this. Just remember to check over your writing before handing it in!

  25. Student Work:Developing Paraphrase Drew wrote about how the Younger’s moved into their new house. Their house has a yard where Mama can finally have her own garden. Quote “I finally was able to start my garden! The plant from my old house is in the garden!” – Mama Quote Interpretation Travis can be a kid again, and Mama has the yard she has always dreamed of!

  26. Student Work:Developing Rubric Score Content/Subject Matter: 3.5 Attractiveness/Neatness: 3.5 Layout: 3 Mechanics: 2 Elements: 4 Comments: 16/20 Good, Drew. You included all of the elements, but you had quite a few errors in your writing. Remember that you need to check over your writing before handing it in!

  27. Student WorkIncomplete/Unsatisfactory Rubric Score Paraphrase In Lamont’s sequel, he wrote about how Beneatha traveled to Africa by herself. Quote No quote was provided. Quote Interpretation No quote interpretation was provided.

  28. Student WorkIncomplete/Unsatisfactory Content/Subject Matter: 2 Attractiveness/Neatness: 1 Layout: 1/2 Mechanics: 2 Elements: 1 Comments: 7.5/20 Lamont, you are missing portions of the assignment. You did not include a quote or a quote interpretation. You also did not color in your picture or use a heading.

  29. Performance Indicators (j.)- Use charts, graphs, or diagrams to illustrate informational text (i)- Use paraphrase and quotation in order to communicate information

  30. Modification Table

  31. Reflection This learning experience was developed to teach students about the play A Raisin in the Sun, the connections and relationships between the characters, and common themes and concepts in the book that represent significance. Overall, I am pleased with the results of the learning experience. The students took great interest in the summative assessment, as they were able to choose, draw, and color their own unique sequel scene.

  32. Thank you to my peer review group and Mr. Arnold for providing me with positive comments and suggestions! Jessica Szyka Amanda Ferland Christina Newton Megan Day

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