Teacher: Allysen Kikumoto

Grade: 11

School: Mililani High School

Content Area: English Language Arts

Complex: Mililani- Central District

Course Name: American Literature

Period: 1

Student Population:
Total Number of Students: 9

Males: 4

Females: 5

SPED Pullout: 9

Additional Information: SPED Resource Class

Essential Vocabulary: Civil Rights, The American Dream, American Literature, Deferred Dreams, Family
STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . .

Analyze and evaluate multiple interpretations of a story, play, or poem.

Students need to be able to analyze various interpretations to
gain a better understanding of the concept. DOK:3/4
Analyze a complex set of ideas or sequence of events.
Students need to be able to analyze a set of ideas in order to
piece events together. DOK: 3/4
Explain how specific individuals, ideas, or events interact and develop
over the course of the text.
Students need to be able to explain how ideas develop over time
to demonstrate understanding. DOK: 2
Initiate and participate effectively in a range of collaborative discussions.
Students need to be able to participate in discussions in order to
be productive and effective communicators DOK: 3
Build on others ideas and expressing their own clearly and persuasively.
Students need to be able to build on others ideas in order to
continue discussions. DOK: 3/4
Respond thoughtfully to diverse perspectives.
Students need to be able to respond to their peers and others in a
thoughtful way in order to create productive and respectful
discussions. DOK: 3/4

Big Idea(s):
Students will understand . . .

That the American Dream is the opportunity to be happy and successful,

but can also be different for each person.
The importance of their dreams and values and how those dreams shape
who they are as a person and their future.

How they can achieve their dreams and also understand the hard work it
takes to overcome obstacle and accomplish their goals.
The common problems families face today, which are similar to the
problems of the past.
That historical events and conflicts can teach us to change or overcome
the similar obstacles being repeated.
Essential Question(s):
1.
2.
3.
4.

What is the American Dream?

Why are ones own dreams and values important?
How does one achieve their dreams?
What are common problems families faced in the past and
currently still facing today?
5. How do historical events and conflicts affect us today?
Standards/Benchmarks:
Common Core

11-12.RL.1
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.
11-12.RL.2
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.
11-12.RL.7
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.)
11-12.RI.3
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.
11-12.SL.1
Initiate and participate effectively in a range of
collaborative discussions (one-on-one. in groups, and teacher-led) with
diverse partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
a. 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.
b. Work with peers to promote civil, democratic discussions and
decision-making. set clear goals and deadlines, and establish
individual roles as needed.
c. Propel conversations by posing and responding to questions
that probe reasoning and evidence; ensure a hearing for a full
range of positions on a topic or issue; clarify, verify, or challenge
ideas and conclusions; and promote divergent and creative
perspectives.
d. 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.

Standards/Benchmarks:

General Learner
Outcomes

Standards/Benchmarks:
InTASC Teacher Standards

Interval of Instruction
Necessary to address
Goals:

GLO #1: SELF-DIRECTED LEARNER The ability to be responsible for

ones own learning.
GLO # 3: COMPLEX THINKER The ability to perform complex thinking
and problem solving.
GLO #4: QUALITY PRODUCER The ability to recognize and produce
quality performances and quality producers.
GLO #5 EFFECTIVE COMMUNICATOR The ability to communicate
effectively.
Standard #1: Learner Development
Standard #2: Learning Differences
Standard #3: Learning Environment
Standard #4: Content Knowledge
Standard #6: Assessment
Standard #7: Planning for Instruction
Standard #8: Instructional Strategies
____ Yearlong

____ Semester

__X__ Other (6 weeks)

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:

Students will demonstrate what they learned by creating and writing an Act F
Sun, looking at where the characters would be in present day, the life they liv
they faced and continue to face.

Students will show what they learned by presenting/performing the act in fron
creating a video of the act to show in class.
Students will complete a Final Exam covering the
Rubrics for Summative
Assessment/Performance Task:

entire play.

See Attached Rubric

Formative Assessments:

Concept Maps and Charts- Students will create concept maps and flow ma
understanding and connections to the text.

Guiding/Discussion Questions- Given specific questions, students will resp

their understanding of the text.

Journals- Given a question/prompt, students will respond and create journa

their views. This will activate prior knowledge and build upon what they know

Class Discussion Given a question/prompt, students will respond and cre

those with different perspectives. This will activate prior knowledge, build upo
and allow students to understand other point of views.
Rubrics for Formative Assessments:
See Attached Documents
Other Evidence:
Observations

Expected Targets:
Well Above
Meets
Proficiency
Approaching
Proficiency
Well Below
Rationale for Expected Targets:

Pre-assessment

Project

0
2

1
5

Final
Exam
1
7

The above chart shows my expected targets for each assessm

most of my students to be at approaching proficiency with
assessment since they have limited experience with this text
most of my students should be meeting proficiency. I expect
the project, most of my students will meet proficiency on the
because they should have a greater understanding.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies,
digital literacy tool(s), and resources used

Monday
3/30
- Intro to the
1950s
- Journal

Tuesday
3/31
- Dream Circle Map
- Civil rights
discussion

Wednesday

Thursday

4/1
- A Dream
Deferred
- Connections
Chart
- Discussion

4/2
- Quick Write
Journal

Friday
4/3
NO SCHOOL

4/6
- Read Act I,
Scene One
- Flow map

4/7
- Cont Reading
Act I, Scene
One
- Flow Map

4/8
- Cont Reading
Act I, Scene
One
- Discussion
Questions

4/9
-

4/13
- Cont Reading
Act I, Scene
Two
- Flow Map

4/14
- Cont Reading
Act I, Scene
Two
- Discussion
Questions

4/15
- Read Act II,
Scene One
- Discussion
Questions

4/16
Read Act II,
Scene Two
- Discussion
Questions
- Predictions
Journal

4/17

4/20
Read Act II,
Scene Three
- Discussion
Questions

4/21
- Read Act III
- Flow Map

4/22
- Cont Reading
Act III
- Discussion
Questions

4/23
Watch Play
- Predictions
Journal

4/24

4/10
Read Act I,
Scene Two
Flow Map
Predictions
Journal

No Class

No Class

No Class

4/27
Watch Play

5/4
- Project Work
Day

4/28
Finish
Watching Play
- Comparisons
Journal
5/5
- Student
Presentations

4/29
- Break students
into groups
- Begin Project

5/6
- Review Game

4/30
- Project Work
Day

5/1

5/7
- A Raisin in the
Sun Final Exam

5/8

No Class

No Class

Materials and Supplies Needed:

Laminated Thinking Map Boards
Wet Erase Markers
Notebooks
Pens/ Pencils
Laptops
Props for Acting Project
Resources Needed:
Multicultural Perspectives Text Book
DVD copy of A Raisin in the Sun
Results and Reflection:

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for
SY 2014-2015

Harlem (A Dream Deferred)

By Langston Hughes
"What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore
And then run?
Does it stink like rotten meat?
Or crust and sugar over-- Like a syrupy sweet?
Maybe it just sags Like a heavy load.
Or does it explode?"

Guiding/Discussion Questions:

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 Questions
1. Who is Joseph Asagai?
2. What did Ruth find out at the doctor's office?
3. What is Asagai's present to Beneatha?
4. What is Asagai's nickname for Beneatha and what does it mean?
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 Questions
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?

FINAL ASSESSMENT- Act Four

It is present day, with Barack Obama as President, and the producers of A Raisin in the
Sun are looking for a future act.
Your Task:
Fast forward to today ... write Act Four of A Raisin in the Sun.
You may work in groups of four or five.
You need to think about where are the Youngers today? Mama has probably
passed on, Walter and Ruth are in their eighties, Beneatha is in her seventies, Travis is
in his sixties and the unborn baby is in his/her fifties. What happened after they moved
to Clybourne Park? Was it the right choice? Were they involved in the Civil Rights
movement? How would they feel about Obama being president? Are there new
characters?
You must incorporate major themes, character development and conflicts into
Act Four.
Guidelines for Task:

Your act must be at least 3 pages using 12-point font and 1 margins.

Include an exposition, setting, character list and stage directions (in italics and
parenthesis).

Perform your act for an audience (may be presented in class or may be video
recorded and can include other actors)

Hints:

Best to focus on one or two of the characters.

Do additional research if you have to but take advantage of the resources

already provided to you:
o Let America be America Again poem by Langston Hughes
o Martin Luther Kings speech I Have a Dream
o Barack Obamas victory speech on 11/4/08
o Your own dreams
o The movie version of the play
Scoring: See the attached rubric.

FUTURE ACT RUBRIC

These are the descriptions to get a 4
1-4 (low-high)
1 Needs improvement
2- Developing
3-Sufficient
4- Above Average
Handed in ALL of the materials on time in a professional looking
folder or report cover.
Followed all formatting guidelines perfectly.
There are no more than two misspelled words or grammatical errors
in the document.
Wrote a very descriptive exposition and setting to set the stage for
your audience.
Information and ideas are presented in a logical sequence, which
flows naturally.
Includes at least one new character that was not in the original play.
Stage directions and narrations are clear, concise and utilize at least
five new vocabulary words from the original play.
Act contains a clear connection to the original play ensuring
authenticity of characters and making at least two references/flash
backs to scenes from original play that influence new act.
Act discusses at least one of the major themes from the original play
and makes it relevant in the present day act.
Presentation is unique and keeps the audience engaged. Use of
props and/or multimedia components enhance the new act.

_______ Total points out of a possible 40 points.

Formative Assessment:
Class Discussion Rubric
Criteria

Quality of
Comments

Resource/
Document
Reference

Active
Listening

Timely and
appropriate
comments,
thoughtful and
reflective,
responds
respectfully to
other student's
remarks,
provokes
questions and
comments from
the group

Volunteers
comments, most
are appropriate
and reflect some
thoughtfulness,
leads to other
questions or
remarks from
student and/or
others

Volunteers
comments but
lacks depth, may
or may not lead
to other
questions from
students

Struggles but
participates,
occasionally offers
a comment when
directly questioned,
may simply restate
questions or points
previously raised,
may add nothing
new to the
discussion or
provoke no
responses or
question

Does not
participate
and/or only
makes negative
or disruptive
remarks,
comments are
inappropriate or
off topic

Clear reference to
text being
discussed and
connects to it to
other text or
reference points
from previous
readings and
discussions

Has done the

reading with some
thoroughness, may
lack some detail or
critical insight

Has done the

reading; lacks
thoroughness of
understanding or
insight

Has not read the

entire text and
cannot sustain any
reference to it in the
course of
discussion

Unable to refer
to text for
evidence or
support of
remarks

Posture,
demeanor and
behavior clearly
demonstrate
respect and
attentiveness to
others

Listens to others
most of the time,
does not stay
focused on other's
comments (too
busy formulating
own) or loses
continuity of
discussion. Shows
consistency in
responding to the
comments of
others

Listens to others
some of the
time, does not
stay focused on
other's
comments (too
busy formulating
own) or loses
continuity of
discussion.
Shows some
consistency in
responding to
the comments of
others

Drifts in and out of

discussion, listening
to some remarks
while clearly
missing or ignoring
others

Disrespectful of
others when
they are
speaking;
behavior
indicates total
non-involvement
with group or
discussion

Formative Assessment:
Reflection Journal Rubric
Criteria

Structure
Ideas

All or almost all of

the entries have a
connection to
structure.

Most entries have

a connection to
structure.

Few entries have

a connection to
structure.

None of the entries

have a connection
to structure.

Feelings and
Thoughts

Feelings and
thoughts are
revealed in all or
almost of the
entries.

Feelings and
thoughts are
revealed in most
entries.

Feelings and
thoughts are
revealed in few of
the entries.

None of your
feelings and
thoughts is
revealed in any of
the entries.

Format

The proper format

has been followed
for all of the
entries.

The proper format

has been followed
for most of the
entries.

The proper format

has been followed
for few of the
entries.

The proper format

has not been
followed for any of
the entries.

Mechanics

All or almost all of

my entries use
correct spelling and
grammar.

Most of my entries
use correct
spelling and
grammar.

Few of my entries
use correct
spelling and
grammar.

None of my entries
use correct spelling
and grammar.

Completion

All entries are

present, in order,
and together.

All entries are

present, but are
either not together
or in order.

All entries are not

present, but they
are together or in
order.

All entries are not

present, nor are
they together or in
order.