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Mrs. Greblo’s 3A Senior English Agenda 5/3/12

Mrs. Greblo’s 3A Senior English Agenda 5/3/12. Copy the agenda onto your R.L.N.– SSR / attendance WSJ: “They don’t want you to read it” - reading Agenda

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Mrs. Greblo’s 3A Senior English Agenda 5/3/12

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  1. Mrs. Greblo’s 3A Senior English Agenda 5/3/12 Copy the agenda onto your R.L.N.– • SSR / attendance • WSJ: “They don’t want you to read it” - reading • Agenda • Reminder: if you missed the Act 1: Scene 1 Quiz you can take it in the Library Testing Center, I’m removing it at the end of the day on Friday! • Due Today: “Characterization” handout, Vocabulary assignment • WSJ: writing (loose leaf paper) • Exit Note (loose leaf paper) Objective(s)/In this unit I am learning… • Listen attentively • Relate A Raisin in the Sun to the greater theme of African American literature • Identify and explain the themes of the play, and discuss how they are developed • Identify and discuss the growth of the relationship between Ruth and Walter • Analyze character growth of all major characters in the play. • Discuss the differences of opinion among the Youngers, Mrs. Johnson, and George Murchison in relation to the pursuit of dreams • Analyze parallels that Hansberry draws between characters’ viewpoints and the significance of those parallels • Identify theatrical conventions, such as monologues and stage directions, and explain how Hansberry uses them. Homework: Copy HW onto your homework calendar/ Bring your SSR book to class everyday! - Finish any assignments from class today, have them ready for next class - Continue with personal stereotype awareness

  2. WSJ: “They don’t want you to read it” On a sheet of loose leaf paper please respond to the following prompts. Length Minimum: 2 QUALITY paragraphs. (Your paragraphs should have 7-10 sentences.) -Explain the main idea of the article you read, “They don’t want you to read it.” -What did you think of the information the article was presenting to you? Did it surprise you? Why or why not? -Explain an interesting situation in your life where you encountered “fine print.” What was it for? How did you react? Did you sign and/or agree to the terms and conditions or contract? Why?

  3. Act 1: EXIT NOTE On loose leaf paper please respond to the following questions in complete sentences and in proper paragraph form. You have 10 minutes to complete this. • Think about the Langston Hughes’ poem that begins A Raisin in the Sun (it’s printed on the front cover of your play copy). What dreams have been deferred by the members of the Younger family? Explain these in quality detail. Make predictions on what you think will happen to those dreams. Turn this into the 3B in-box once the bell has rung.

  4. “I own my stereotype…” • What stereotype(s) have you most often been called or referred to as? List them. • How do those stereotypes make you feel? Can you identify with them? • Can you take ownership over them and deflate the negative power they’ve had and inflate them with positive energy to take a stand? Have you done that before? Would you like to do that now? Explain your responses to these questions in a free write-journal type casual response in your R.L.N. This information will be shared with your classmates as you see fit.

  5. Homework (we’ve finished this) Part 1- "Mindwatch" diaries are about to become an integral part of our classroom. Please pay attention and remember your immediate responses to people who are different from you. You will be asked next class to document your first interaction. You will be asked twice a week for 12 weeks to do this. Part 2- Please be ready to embrace your personal stereotype(s) next class. You may want think about what they are and what you have been stereotyped as and to bring those with you in your mind to class next time, you WILL need to know them.

  6. Full List of Unit Objectives • Explain Hansberry’s use of allusions and symbolism as literary techniques. • Identify theatrical conventions, such as monologues and stage directions, and explain how Hansberry uses them. • compare and contrast differing viewpoints on heritage, assimilationism, and Afrocentrism. • identify and explain the themes of the play, and discuss how they are developed. • discuss the growth of the relationship between Ruth and Walter. • analyze character growth of all major characters in the play. • discuss differing viewpoints on Caucasian oppression in the 1950s and how these affected poor African-American families. • identify events and characters based on Hansberry’s own life. • discuss the differences of opinion among the Youngers, Mrs. Johnson, and George Murchison in relation to the pursuit of dreams. • analyze parallels that Hansberry draws between characters’ viewpoints and the significance of those parallels.

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