. 5. Instructional Procedure Introduce Project: 10 Minutes Teacher will introduce the project by reading and explaining everything that is on the packet, going through the expectations of the project, and explaining the project rubric. Teacher will ask that students hold all questions until the end of the project introduction. Project Discussion: 10 Minutes Teacher will allow students to ask questions about the project and discuss whatever is not clear to them. Teacher will ask students to focus on the rubric so that they know what is expected of them. Project Modeling/Activity: 15 Minutes Teacher will explain how to use the script writing packet by modeling the process on the projector. Students will offer suggestions about the setting, time, and place as the teacher types it on to the template. Students will also work together to develop characters and a sample script including stage directions. Once the script is complete, a few volunteers will perform the script that the class created. Group Selection: 10 Minutes Teacher will allow students to choose their groups and discuss what option they will be selecting for their scripts. Closure: 6 Minutes Teacher will go over the due dates, tasks, and time allowed for in-class work on the project. Students will be reminded to have finished Act 2 in A Raisin in the Sun. 6. Assessment The script project counts toward one of their final assessments. As a result of the previous lessons and reading of the students should be able to create scripts that relate A Raisin in the Sun, to Students will also be encouraged to imitate Lorraine use of A Raisin in the Sun. Hansberry’s dialect. The script will also reflect their knowledge on housing discrimination and how the characters might have developed because of it. 7. Modifications Create the groups, provide clear instructions, provide an alternate project, provide more time.
. 5. Instructional Procedure Introduce Project: 10 Minutes Teacher will introduce the project by reading and explaining everything that is on the packet, going through the expectations of the project, and explaining the project rubric. Teacher will ask that students hold all questions until the end of the project introduction. Project Discussion: 10 Minutes Teacher will allow students to ask questions about the project and discuss whatever is not clear to them. Teacher will ask students to focus on the rubric so that they know what is expected of them. Project Modeling/Activity: 15 Minutes Teacher will explain how to use the script writing packet by modeling the process on the projector. Students will offer suggestions about the setting, time, and place as the teacher types it on to the template. Students will also work together to develop characters and a sample script including stage directions. Once the script is complete, a few volunteers will perform the script that the class created. Group Selection: 10 Minutes Teacher will allow students to choose their groups and discuss what option they will be selecting for their scripts. Closure: 6 Minutes Teacher will go over the due dates, tasks, and time allowed for in-class work on the project. Students will be reminded to have finished Act 2 in A Raisin in the Sun. 6. Assessment The script project counts toward one of their final assessments. As a result of the previous lessons and reading of A Raisin in the Sun, the students should be able to create scripts that relate to A Raisin in the Sun. Students will also be encouraged to imitate Lorraine Hansberry’s use of dialect. The script will also reflect their knowledge on housing discrimination and how the characters might have developed because of it. 7. Modifications Create the groups, provide clear instructions, provide an alternate project, provide more time.
finalunitplan.a_raisin_in_the_sun.docx