Professional Documents
Culture Documents
Big Idea: How does race impact our daily lives? How does the media use persuasion to convey
a message?
Objectives:
General Objective: Students will critically analyze their own lives in relation to the text and
advertising visuals. Students will understand that visuals play a role in shaping public opinion.
When reading, students will compare their own understanding of society and social interactions
to the motives of the characters. Students will understand the historical events that took place in
the 1950s still carry on today. The play, along with visuals, will help students visualize racial
tensions of the time period and the different ways people vocalized their opinion on race.
Students will compare themes found in both the play and political cartoons. Students will then
break down the visuals and cartoons using persuasive techniques. In the end, students will
create their own visuals using the persuasive techniques covered in class.
VA SOL:
11.2 The student will examine how values and points of view are included or excluded
and how media influences beliefs and behaviors.
a) Use technology and other information tools to organize and display knowledge in
ways others can view, use, and assess.
b) Use media, visual literacy, and technology skills to create products.
c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other
media for relationships between intent, factual content, and opinion.
d) Determine the authors purpose and intended effect on the audience for media
messages
11.4 The student will read, comprehend, and analyze relationships among American
literature, history, and culture.
a) Describe contributions of different cultures to the development of American
literature.
b) Compare and contrast the development of American literature in its historical
context.
c) Discuss American literature as it reflects traditional and contemporary themes,
motifs, universal characters, and genres.
d) Analyze the social or cultural function of American literature.
e) Analyze how context and language structures convey an authors intent and
viewpoint.
f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition,
alliteration, assonance, and parallelism) supports the subject, mood, and theme.
g) Explain how imagery and figures of speech appeal to the readers senses and
experience.
h) Explain how an authors specific word choices, syntax, tone, and voice support
the authors purpose.
i) Read and analyze a variety of American dramatic selections.
j) Analyze the use of literary elements and dramatic conventions including verbal,
situational and dramatic irony used in American literature.
k) Generate and respond logically to literal, inferential, evaluative, synthesizing,
and critical thinking questions before, during, and after reading texts.
National Standards:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information;
to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure,
context, graphics).
3. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
4. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
5. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,
print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit
their purpose and audience.
6. Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate
knowledge.
7. Students develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
8. Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
9. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
Assessment Plan
Learning Outcomes:
Students will create a visual to pitch an opinion found in a cartoon or the play
Students will participate in warm ups and exit slips to develop original opinions
Students will reflect on an events that took place during the 1950s
Students will fill in character sheets to help analyze character and human traits
Lessons:
SOLs: 11.2
Objective: How does images affect our interactions with one another? What tools do advertisers
KUDS:
Students will understand that images help form opinions about race
Students will discuss with other another the value of each image
Students will write down what they see and feel when observing images
(5 minutes) Students will be given a set of questions to answer (the lowest level of Blooms
taxonomy) based on an image presented on the board. Students will be asked to answer those
questions on a separate sheet of paper (all answers will be turned in and graded at the end of
class). Students will analyse the first picture with the class. Questions will be as follows:
(5 minutes) After students finish answering the questions by themselves, they will participate in
a think, pair, share. As a class, we will then discuss what students see.
(5 minutes) Next students will be asked to interpret the picture and make inferences.
When?
Audience?
Time period?
Emotions depicted?
(5 minutes) Students will turn in their answers and participate in another think, pair, share.
(5 minutes) Finally students will make hypothesis. They will analyze the motives behind the
scene.
Synthesizing
Predicting
Evaluation
What is the general message of the ad? What is the story that is being told?
(5 minutes) Students will turn in their worksheet and participate in class discussion. The same
questions will be answered per image. Students will be graded for each worksheet.
(End of Class) The teacher will explain to students that they will be analysing political cartoons
and will be expected to create their own visuals based on the reading of A Raisin in the Sun
If there is time at the end of the lesson, the teacher will start the next lesson on how to analysis
https://docs.google.com/presentation/d/1SKulqpNABadRPK1g0QKt0UrRcxLE28OUFQOYUUh
OH7g/edit#slide=id.p
Concept Development
Objective: How do visuals use persuasion to sway public opinion? What persuasive techniques
are utilized?
Materials: SOL warm up, Pinterest Concept Board, Concept development chart worksheet,
How to analyze a political cartoon video, Raisin mini documentary, documentary worksheet,
Raisin Trailer
KUD:
Students will understand the effect persuasive techniques have on the audience
Students will know that creators of art and literature have a message they want their audience
to understand. It is up to the reader or examiner to research what the author or artist is trying to
say.
Students will know the definitions of symbolism, irony, exaggeration, labeling, and analogy
Students will discuss their past knowledge of ethos, pathos, and logos
Students will fill out a chart with their understanding of each concept
Students will know who the author of A Raisin in the Sun is and her impact on history
Steps:
Students will do daily warm up. Once everyone finishes and the warm up is over, students will
Students will be given example of a concept that the teacher is trying to teach. The teacher will
tell the students that through discussion, the students will create a list on the boards of what
they concept might be. As the lesson continues, the class will edit the list as needed.
Students will be shown visuals examples of the different concepts. The students will guess what
the concept might be, which the teacher or another student will record on the board. Students
will do this for hyperbole, symbol, labeling, analogy, and irony. At the end of each concept
attainment, the students will fill out a chart with the concept, definition, and example. These
Students will also learn about the author of the play A Raisin in the Sun. They will follow along
the mini documentary with skeleton notes that will be grade at the end of class. Students will
then watch the movie trailer of A Raisin in the Sun to help visualize the different characters
and setting.
https://docs.google.com/document/d/1ZKDbdWKymvE9EpdCBLA937d3yFHHXoXV6Xph_9wsg
wE/edit
Objective: How does political cartoons use persuasive techniques to portray a message? How
does A Raisin in the Sun touch on history? What themes are discussed in both the play and
Student will understand that there are many ways to display a person's opinion
Schedule:
SOL warm up (10 minutes) will be given to help students strengthen testing skills. Warm up
passages will be pulled from Fredericksburg's history so students are learning about their town
as well as proper grammar and punctuation use. Questions and examples will be created based
Periodically the teacher will stop the reading to ask questions and check for understanding.
Quiz (5 minutes). Students will take a quick quiz to check for understanding and focus during
Fill out character sheets (10 minutes). Students will color in their characters based on
imagery found in the play. They will also list personality traits of each character. This will help
students keep track of whos who as well as compare and contrast different characters.
Political cartoons (until the end of class). Students will fill out a daily political cartoon
graded.
https://docs.google.com/presentation/d/1jpb8TRQgoCrzAvp-
ASpYEwy9jXZZtIe0P40GSEXDmc8/edit#slide=id.g2acc38791_096
https://docs.google.com/document/d/11DQSL4oH4JZp3OH9_CilMV-
ndL6wPBN6Mgr4h9yduG0/edit
April Lessons
Student will understand that there are many ways to display a person's opinion
Students will analyze different cartoons and apply them to everyday life
Dream warm up (10 minutes) will be given an image and quote to respond to in any way they
like. These different images and quotes will touch on a theme from the play. This will allow the
students to apply to play to real life. Also these warm ups will help the student brainstorm for
Read play (30 minutes). Students will take turns reading characters parts of the play.
Periodically the teacher will stop the reading to ask questions and check for understanding.
Quiz (5 minutes). Students will take a quick quiz to check for understanding and focus during
- Political cartoons (until the end of class). Students will fill out a daily political cartoon
graded.
Dream warm up (10 minutes) will be given an image and quote to respond to in any way they
like. These different images and quotes will touch on a theme from the play. This will allow the
students to apply to play to real life. Also these warm ups will help the student brainstorm for
Read play (40 minutes). Students will take turns reading characters parts of the play.
Periodically the teacher will stop the reading to ask questions and check for understanding.
Quiz (5 minutes). Students will take a quick quiz to check for understanding and focus during
- Fill out character sheets (10 minutes). Students will color in their characters based on
imagery found in the play. They will also list personality traits of each character. This will help
students keep track of whos who as well as compare and contrast different characters.
-Vocabulary (10 minutes). Students will be introduced to three new words a day. This will allow
for completion of all literary terms. Students will be asked to rewrite the definition in their own
words and create their own example. These different examples will be done in their daily
packets.
- Political cartoons (until the end of class). Students will fill out a daily political cartoon
graded.
-Mini cartoon (until the end of class). Students will be shown different cartoons that utilize the
different visual vocabulary terms from the political cartoon worksheets. They will be asked to
record one form of irony, one analogy, one label, one symbol and what it stands for, and one
hyperbole.
Student will understand that there are many ways to display a person's opinion
Student will participate in discussion
Paraphrase the poem (15 minutes). Poem will be on the SmartBoard. Students will follow
along with their own poem and we will go through the poem line by line
Appendix:
NAME:
Irony
Labeling
Hyperbole
Analogy
Symbolism
by Langston Hughes
Does it dry up
Or does it explode?
Vocabulary List
Parallelism - the repetition of words, phrases, or sentences that have the same grammatical
structure, or that restate a similar idea
Parody- the imitation of a work of literature, art, or music for amusement of instruction
Pastoral- a type of poem that depicts rustic life in idyllic, idealized terms
Daily References
Symbolism: Cartoonists use simple objects, or symbols, to stand for larger concepts or
ideas. After you identify the symbols in a cartoon, think about what the cartoonist
means each symbol to stand for. (Object that stands for an idea.)
Labeling: Cartoonists often label objects or people to make it clear exactly what they
stand for. Watch out for the different labels that appear in a cartoon, and ask yourself
why the cartoonist chose to label that particular person or object.
Irony: Irony is the difference between the ways things are and the way things
should be, or the way things are expected to be. Cartoonists often use irony to
express their opinion on an issue.
From left to right: Mama (Lena),
Symbols: Meaning:
1.
2.
3.
1.
2.
1.
Analogy: What is the familiar scene portrayed? What is the complex issue this scene stands for?
Irony: The way things are... How should it be?
Pathos:
How does the image make the audience feel?
Why would the cartoonist want the audience to feel this way?
Logos:
What easy to recognize labels does the cartoonist use to have his audience draw on past
knowledge?
Ethos:
How is the cartoonist portraying the widely accepted truth of non-black Americans at this time?
1.
2.
1.
2.
1.
2.
Analogy: What is the familiar scene portrayed? What is the complex issue this scene stands for?
Why would the cartoonist want the audience to feel this way?
Logos:
What easy to recognize labels does the cartoonist use to have his audience draw on past
knowledge?
Ethos:
How is the cartoonist portraying the widely accepted truth of non-black Americans at this time?
Symbols: Meaning:
1.
2.
1.
2.
1.
Analogy: What is the familiar scene portrayed? What is the complex issue this scene stands for?
Why would the cartoonist want the audience to feel this way?
Logos:
What easy to recognize labels does the cartoonist use to have his audience draw on past
knowledge?
Ethos:
How is the cartoonist portraying the widely accepted truth of non-black Americans at this time?
1.
2.
1.
1.
2.
3.
Analogy: What is the familiar scene portrayed? What is the complex issue this scene stands for?
Why would the cartoonist want the audience to feel this way?
Logos:
What easy to recognize labels does the cartoonist use to have his audience draw on past
knowledge?
Ethos:
How is the cartoonist portraying the widely accepted truth of non-black Americans at this time?
1.
2.
1.
1.
2.
3.
4.
Analogy: What is the familiar scene portrayed? What is the complex issue this scene stands for?
Why would the cartoonist want the audience to feel this way?
Logos:
What easy to recognize labels does the cartoonist use to have his audience draw on past
knowledge?
Ethos:
How is the cartoonist portraying the widely accepted truth of non-black Americans at this time?
Analogy: What is the familiar scene portrayed? What is the complex issue this scene stands for?
Why would the cartoonist want the audience to feel this way?
Logos:
What easy to recognize labels does the cartoonist use to have his audience draw on past
knowledge?
Ethos:
How is the cartoonist portraying the widely accepted truth of non-black Americans at this time?
Directions: Using A Raisin in the Sun, answer the following prompt. Please use specific details
from the play and real life to support your thesis.
Prompt: Do dreams positively influence a persons life?
-Thesis
statement is
worth four
points
On a typed document and attached to this sheet, briefly explain your images use of symbolism,
labeling, irony, hyperbole, and analogy. (In case I dont understand your amazing drawing!) (10 points per
explanation). Any mechanical or grammar error will result in a point reduction.
Symbolism- What are the different symbols that you used and what do they stand for? Why did you draw
this interpretation? How can the reader apply these symbols to their own lives?
Labels- What labels did you use? Why did you use these labels? What facts can the reader recall from
your different labels?
Irony- How are things in the moment of the image? How should things be? What ironic wording do you
use (if any)? What is the images bias?
Hyperbole- Why did you exaggerate that part of the image versus the other? What emotions do you want
the reader to feel off of these exaggerations? Why? How does your exaggerations add the the final
message of the piece?
Analogy- What is the simplified scene that is depicted? What complex issue does this scene stand for?
What can the audience learn from this message? What is your call to action?
Title The title creatively The title depicts There is a title There is no title
depicts the stance the stance of the that somewhat to the work
of the artists. artist depicts the
(Could use irony stance of the
or quotes) artist
Comments:
Creative Writing Assignment (75 points) and Pinterest board (25 points):
Prompt:Travis is the only non adult character in the play A Raisin in the Sun. From what we
know about Traviss childhood, where do you think Travis ended up? Write a journal entry from
Traviss point of view in his adult life. Where is he now? How old is he? What did he
accomplish? Did he follow a dream and have a life goal? Travis must draw on past experiences
from the play to explain where he is now. Have fun with this! Draw inspiration from Traviss
childhood and interactions he has witnessed. Did the story really have a happy ending?
*Full points will be assigned to writers that demonstrate textual knowledge and creative flair
500 words 30
Creative flair 20
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Create your own ORIGINAL Pinterest board: Please create a Pinterest board with the following:
2 examples of irony
2 examples of hyperbole
2 different analogies
2 different forms of labels
2 different symbols
On a separate sheet of paper please explain your why these different images represent the
vocabulary. This sheet also should have the link to your Pinterest board.
Any complete Pinterest board without an explanation sheet will result in half credit (50%)
Prompt One: What happens to a person when their dreams dont come true?
Prompt Two: What happens to a person when their dreams do come true?
A Raisin in the Sun was inspired by Langston Hughes poem A Dream Deferred. Write two
poems from the prompts above. Each poem should have a set rhyme scheme and uses
conventions such as simile, metaphor, hyperbole, analogies, and symbolism. Each poem should
also reference a specific scene from the play.
*Full points will be assigned to writers that demonstrate textual knowledge and creative flair
-The rhyme scheme, if any (AABB, ABAB, et.) please label each line
-At least one simile - highlight in yellow
-At least one metaphor - highlight in orange
-Two hyperboles - highlight in green
-The overall analogy- please explain what the analogy is at the bottom of the paper
-At least two symbols - highlight each symbol in pink and write the meaning on the bottom
of the poem
- At the bottom of the page, write a 5 sentence synopsis of the scenes which inspired your
poems.
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Create your own ORIGINAL Pinterest board. Please create a Pinterest board with the following:
2 examples of irony
2 examples of hyperbole
2 different analogies
2 different forms of labels
2 different symbols
On a separate sheet of paper please explain your why these different images represent the
vocabulary. This sheet also should have the link to your Pinterest board.
Any complete Pinterest board without an explanation sheet will result in half credit (50%)