Quarter 3 R.L.N.’s:

1. Quarter 3 R.L.N.’s: What I saw overall: Messy Disorganized MISSING LOTS of items What I need to see change before 5/17 (when I collect them next): Cleaner with neater handwriting (a ratty and falling apart R.L.N. should be embarrassing to turn in, get a new one if needed!) Easier to read b/c of better organization Include ALL assigned work, agendas, notes, and objectives

2. Mrs. Greblo’s 3A Senior English Agenda 4/17/12 Copy the agenda onto your R.L.N.– • SSR / attendance / NEW SEATS • R.L.N.’s passed back / Agenda • Announcements: Quarter 3 grades are posted on the bulletin board, R.L.N.’s were poor overall • “Mindwatch Journal” entry #12 • Act 1, scene 1 quiz • Character Handout (keep and use throughout ACT 1, you will turn it in for credit) • (Begin) Experience: ACT 1, Scene 2 of A Raisin in the Sun • Watch film clips Objective(s)/In this unit I am learning… • Listen attentively • Engage in and practice personal reading in a silent and sustained fashion while utilizing reading strategies • 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! - “Mindwatch” Journal awareness & Personal stereotype awareness

3. “Mindwatch Journal” Each Day: Please pay attention and remember your immediate responses to people who are different from you. Journal Entry #12: Recount an instance or experience in the last week where you have encountered someone who is different from you. What immediate words, phrases or images ran through your mind? Be honest, don’t hold back, always tell the truth.

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 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.