Today, you should complete the following work:

Directions:
*Finish reading Act 1, Scene 1 (pages 44-53)
*Complete the Quick Write worksheet provided (Choose 1 side!)
*Finish through #24 in the study guide (to be caught up)
*Catch up with the movie

Please use this period wisely. *All quick writes need to completed by the end of class today if you want credit (not study guide questions). There will be an Act 1, Scene 1 quiz tomorrow (including some of the vocab listed on last week's post).

study guide help:

21. A good provider; loved his children; had his faults (45)

22. 50-51

23* 52

24. 53

**IF YOU ARE DONE WITH EVERYTHING--ADD INFO TO YOUR CHARACTER MAP/QUOTES ONTO YOUR DOUBLE-ENTRY JOURNAL-- IN PREPARATION FOR TOMORROW'S QUIZ--YOU WILL NOT BE ABLE TO USE THE BOOK OR SHARE CHARACTER MAPS!!! 

Quick Write document link

Quote	Speaker	Act/Scene	Lit. device	explain
“I need some money for carfare”	Walter	1.1	characterization	by giving Travis the extra money—he can’t get to work now
“…something is happening between Walter and me…he needs this chance, Lena.”	Ruth	1.1	Conflict/char.	She feels his problems are getting worse…he needs a change.
“he’s an elaborate neurotic”	Beneatha	1.1	Conflict/char
“They spirited all right, my children…and look at it.”	Mama	1.1	symbolism	Mama compares Walter to her plant because…

Today's notes and class information...........

Step 1: Copy the information below into your notes--Add on more if you want!!
Step 2: Continue reading from where we left off yesterday on page 35
Step 3: Movie
Step 4: Finish the study guide questions if you have not (through #24)
Step 5: Make sure you finish the homework that is due today (vocab sentences for 1.1)
--------------------------------

For your study guide:

13.  35-36

14. 36

15. 37

16. 39 top

17.39

18. 40 top

19. 40

*20. 40-44

Quote	Speaker	Act/scene	Lit element/tech	Explain
“What you tell the boy things like that for? Here son--"	Walter	1.1 (Act 1, scene 1)	Conflict/ characterization	Walter wants it to appear as if he has money to his son
“A man needs for a woman to back him up…”	Walter	1.1	Conflict/ characterization	He feels like Ruth does not support his dreams
“Man say to his woman: I got me a dream”	Walter	1.1	Conflict/ characterization	He thinks men that do not have supportive women don’t succeed
“I’m thirty-five years old…how rich white people live”	Walter	1.1	Conflict/ characterization	Walter feels like he is not successful in life and is embarrassed
“be a nurse like other women…or just get married and be quiet”	Walter	1.1	Conflict/ characterization	Walter shows his sexist ideas regarding Beneatha’s dreams
“The world’s most backward race of people and that’s a fact”	Walter	1.1	Conflict/ characterization	Walter seems to blame his race for the lack of his success in life

Act 1 vocabulary and the setting of A RITS: pages 23-24

• Start by copying all words and definitions for Act 1
• For HOMEWORK, YOU SHOULD WRITE 20 MEANINGFUL VOCABULARY SENTENCES (USING EACH WORD CORRECTLY AND IN A WAY THAT SHOWS ITS MEANING)

Act 1 Vocabulary:
1. assimilationist (adj.)- wants to "blend in" with the dominant culture
2. beseechingly (adv.)- in a begging manner
3. dogged (adj.)- stubborn
4. evading (v.)- escaping
5. exasperated (adv.)- annoyed; irritated
6. forlornly (adv.)- looking hopeless/desperate
7. graft (n)- money used as a bribe
8. haphazardly (adv.)- without care
9. indignant (adj.)- anger at something you feel is insulting/unfair
10. insinuate (v.)- with more meaning than what is said; imply
11. vindicate (v.)- proven right/innocent
12. permeate (v.)- spread throughout
13. pretenses (n.)- false appearances/reasons
14. proposition (n.)- proposal; plan
15. raptly (adv.)- completely fascinated manner
16. raucous (adj.)- harsh sounding; loud
17. rousing (v.)- exciting, or to awaken
18. stupor (n.)- in a daze/ "out of it"
19. tentatively (adv.)- not certain or final
20. vain (n.)- done without results/ no effect

• After we copy our definitions, we will read the setting only, and draw a picture of the description.
• We will then use this information to write a response on our inferences about the Younger family.

Items for the drawing:

1. One “real” bedroom (Mama and Beneatha’s room)

2. One “made” bedroom (they turned a breakfast area into a bedroom for Ruth and Walter)

3. Kitchen area (table and chairs—between living room kitchen)

4. One window in the kitchen (there is a single plant in this window that is not described yet)

5. Bathroom in the hallway

6. Couch—worn out pattern, doilies covering it (this is where Travis sleeps)

7. Worn-out sections of the carpet

8. Any other details you can add (there is a picture of “Big Walter” hanging in the living room that is not described)

If you would like to Google, "Raisin in the Sun setting" under "images" you will get some better and more accurate pictures.

Here is the worksheet from class where you can draw your own and make your claims about the Younger family based on the setting description: worksheet link

Questions for the Introduction to A Raisin in the Sun

1. First, we will read pages 5-9 as a class:
As you read make note of any vocabulary words you do not know and the page that it falls on the top of your sheet of paper (see below if you are confused).

On a sheet of lined paper answer the following text-based questions using THE RACE STRATEGY (RESTATE ANSWER CITE EXPLAIN) when possible for full-credit:
questions for pages 5-9:
1) Describe the importance of the play A Raisin in the Sun by Lorraine Hansberry to American culture.
2) Explain the need to cut several scenes from the play.
3) Describe how these cuts affected the overall meaning of the play.
4) What did James Baldwin mean when he wrote that "Americans suffer from an ignorance that is not only colossal, but sacred" (8)? How does this relate to the play?

2. Now, I want you to read pages 10-14 on your own and complete the questions below:

questions for pages 10-14
5). Why does the author say that the end of the play is not a "happy ending" (10)?
6). Describe the 2 scenes that were cut and restored on pages 11 and 12 (Travis and Mrs. Johnson) and their effect on the play.
7) Why does it seem to some that the play is "a sad commentary on America"(13)?
8) Why does the author say that the play will be relevant even when we get past racism "as we must" (13)?

Assignment Example:

Vocabulary:
consciousness
presaged
ineradicably

Questions:
1. 

2. 

Video Introduction to A Raisin in the Sun

Answers from today's class:

1) Describe the importance of the play A Raisin in the Sun by Lorraine Hansberry to American culture.

It is important to American culture because it “presaged the revolution in black and women’s consciousness” (5) and also because it “speaks to the issues that are now inescapable: value systems of the black family…the ongoing struggle it portends” (6). It was the first commercially successful black drama.

2) Explain the need to cut several scenes from the play.

Several scenes were cut because of “happenstance,” (6) the unpredictable happenings that occur in any play, but more importantly because the running time of 3-4 hours was too long for a “first play” by an unknown African-American, female playwright (7).

Friday 4/20--Last day of the quarter!!

Today is the last day to turn in assignments for Quarter 3 (by 3pm not 11:59 pm)
These include:
1. the research paper
2. "Running for His Life" Questions (100 pts.)
3. "Running for His Life" Quick Write
4. DBA #3 multiple choice

Today is also the last day we will be working on the (white packet) background information questions for our play A Raisin in the Sun. 
**These questions are due today by the end of class (see older post for directions)

On Monday, we will begin reading our play.

Video Introduction to A Raisin in the Sun

Start the last section of your binder: A Raisin in the Sun

This week at a glance:

Monday--start background information for A Raisin in the Sun

Tuesday--SAY YES applications

Wednesday--1/2 day: you will have the opportunity to catch-up on any missing assignments if you have class

Thursday--off

Friday--continue with the background packet for A Raisin in the Sun

(LAST DAY OF QUARTER 3--ALL ASSIGNMENTS MUST BE TURNED IN BY 3PM!)

Please read the packet and annotate. Then, answer the following questions (you must restate them and highlight where you found the answer in the passage. The packet and questions are divided into the following sections):

Click here to access a copy of the packet: RITS background info packet (you will receive your own)

Questions for the RITS background information packet

Section 1: "Harlem"

1.Why is Langston Hughes' poem "Harlem" considered important?

Section 2: "Lorraine Hansberry"

2.Why does the play A Raisin in the Sun have a "universal appeal" (4)?

3. Describe Lorraine Hansberry's early life.

4. Give examples of the some of the difficulties Hansberry had to endure in her adult life.

Section 3: "History of African Americans in Chicago"

5. What historical circumstances led to the "great migration" north by African Americans (16)?

6. What methods/techniques were used to maintain segregation and why?

7. How did the CHA try to, "ease the pressure in the overcrowded ghettos" and what were the effects (19)?

8. Give some examples of the "vibrant" black arts community in Chicago (19).

9. What were some of the "breakthroughs" African Americans were able to make in business?

10. Give some examples of the achievements made by African Americans in the 20th-21st centuries?

Section 4: "Afrocentrism"

11. What is Afrocentrism? Eurocentrism?

12. Who was Edward Wilmot Blyden and what did he do?

13.Why did Carter G. Woodson say that African Americans at that time suffered from a "miseducation" (22)?

14. Give some examples of the changes that are detailed in the section labeled "1960s and 1970s."

15. According to the text, "Afrocentrists argue that Afrocentricity is important for people of all ethnicities who want to understand African history and the African diaspora" (25). Explain.

Continue to work on yesterday's assignments....if you were not here, see yesterday's post!!

By the end of class today you should complete the following assignments (note: these are the last 2 grades for quarter 3):
1. DBA #3 multiple choice 1-20
2. Questions for "Running for His Life" on the back of your packet (choose 5 of 6 or all 6)

****Anything that you want graded for quarter 3 must be turned in by Friday 4/20 at 3:00 and no later!!! This includes the research paper and the quick write!******************************

PLEASE DO NOT WASTE YOUR TIME!!! WORK ON ONE OF THESE ASSIGNMENTS FROM BELL TO BELL!!!

But first,let's watch this video lecture by Gilbert Tuhabonye!!!: Click here

"Running for His Life" Day 2

• First, begin by, locating the first ten vocabulary words--highlight or circle them. 
• Then, write their definitions (shorten if needed) onto the passage: 

paragraph 1, line 4:
1. taunting--(v) a remark made in order to anger, wound, or provoke someone.
paragraph 3, line 1:
2. genocide--(n) the deliberate killing of a large group of people, especially those of a particular ethnic group
paragraph 5, lines 2, 5, and 6:
3. anecdote--(n) a short and amusing or interesting story about a real incident or person.
4. avid-- (adj) having an eager desire/interest for something.
5.  mantra--(n) a statement or slogan repeated frequently; a motto
paragraph 6, line 2:
6. optimistic--(adj) hopeful and confident about the future.
paragraph 7, line 1:
7. dispersed--(v) distribute or spread over a wide area.
paragraph 7, line 6:
8. crucible--(n) a ceramic or metal container in which metals or other substances may be melted or subjected to very high temperatures or a situation of severe trial, or in which different elements interact, leading to the creation of something new.
9. forging--(v) make or shape (a metal object) by heating it in a fire or furnace and beating or hammering it.
paragraph 8, lines 7 and 8
10. boisterous-- (adj) of a person, event, or behavior) noisy, energetic, and cheerful; rowdy
-----------------------(we will do the next set of words tomorrow_____________________
11. squabbled
12. coup
13. pantomiming
14. pondering
15. grimace
16. aspire
17. paradox
18. inexorable
19. asylum
20. Achilles' heel

Today we will:

• Continue reading the passage--Par 10-20 together as a class.
• We will add on 2-3 examples to our characterization chart from yesterday.
• Then you will finish reading the entire passage from where we left off today (paragraph 21 on page 5). 
• Try to highlight or underline as you read to help you fill in your chart at the end—this will make it much easier. When you finish reading, add at least 3-5 entries onto your chart that characterize Gilbert/identify literary elements and techniques. IF YOU DID NOT FINISH—FINISH FOR HOMEWORK.

Note: you will need this chart for tomorrow’s Quick Write, so if you do not do it, your job will be very difficult.