Act 1, Scene 1: A RITS: Begin the study guide (DO NOT TURN IT IN UNTIL THE END OF THE PLAY WHEN IT IS COMPLETE)

Character Map

After you copy the character map:
1. Choose parts for the play (****you can add on to your character map as we read--same as Caesar--any info you add is fair for the test and quizzes)
2. Begin reading starting on page 24 (middle of the page--"At Rise")
3. Answer the first few questions in the study guide on the pages we have read
*4. Watch the movie if we have time--if not we will watch it tomorrow

Setting of Raisin in the Sun

First, copy the character map for the play---

Today we will read the following pages that describe the setting of the play------

Here is my AMAZING drawing of the Younger's apartment. 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

Today you should complete the following:

1. Your DBA--last day for a grade!!
2. Your questions on the historical background for A Raisin in the Sun (see yesterday's post for details)
3. Any missed work for Q. 4 (poetry worksheet/anticipation guide for RITS/questions on the intro)

HIstorical background information for RITS

Please read the packet with necessary background information for the play. 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.

Act 1 Vocabulary work/Finishing the Introduction

Today we will continue reading the Introduction to A Raisin in the Sun and answer the rest of our questions (we did 1-4 yesterday)

If you finish early, you can begin your vocabulary homework.

Directions for the  HOMEWORK, YOU SHOULD WRITE 20 MEANINGFUL VOCABULARY SENTENCES (USING EACH WORD CORRECTLY AND IN A WAY THAT SHOWS ITS MEANING)---please attach the definitions to your sentences  or staple in your notebook

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

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For Today:

1. DBA #3---You will get credit for completing it---online option is available--do not write on hard copies if you are using those
2. Complete the Anticipation Guide from Monday
3. Complete the poetry worksheet from yesterday (Tuesday)
4. Finish any missed quarter 3 work (RESEARCH PAPER/"RUNNING FOR HIS LIFE QUESTIONS AND QUICK WRITE)

REMEMBER THE LAST DAY TO TAKE Q3 ASSIGNMENTS IS FRIDAY!!!!!!

Day 2: Pre-work for A Raisin in the Sun

Step 1: Annotate the poem on side one--an excerpt from "Harlem" by Langston Hughes

"Harlem"

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?

Step 2: Works as a class to answer questions #1-3. Answer #4 independently.

Step 3: Read "Mother to son by Langston Hughes--work with a partner to answer questions 5-7---try to be as specific and in-depth as possible--------BE PREPARED TO SHARE.

TURN IN BEFORE YOU LEAVE!!!!!!

Please complete the following assignments:

First, find the following vocabulary words in the passage  and add them to the packet or your notes:
par 11, line 1
11. squabbled (v.)--an argument over something small
par 14 line 3
12. coup (n.)--a sudden, violent, seizure of government
par 21, line 2:
13. pantomiming (v.)--to show something through bodily movements only
par 25, line 1:
14. pondering (v.)--to think carefully about something
par 28, line 1:
15. grimace (n.)--an ugly facial expression showing pain, amusement
par 29, line 7:
16. aspire (v.)--hope to achieve something
par 30, lines 1 and 5
17. paradox (n.)--something that sounds impossible, yet true
18. inexorable (adj.)--impossible to stop or prevent
par 36, line 5:
19. asylum (n.)--when a country gives protection to a refugee 
par. 38, line 3:
20. Achilles' heel (n.)--a weak or vulnerable point; your downfall

Link for video clip: click here

Last day to turn in the research paper!

1. The paper is due by 11:59 pm today, April 1st, in order to be considered as full-credit!
2. Before you start your work, here are some things to think about!
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*Make sure you use the guidelines from the MLA worksheet---12 pt. font, Times New Roman, double-spaced, correct heading
*Make sure either Mrs. Caccamise or Ms. Johnson check a rough draft if you want credit---or place a copy of it in your folder.
*Use the signal phrase worksheet to vary your language
*complete a peer/self-edit form and check it off your sheet
*print or email your paper and place it in the folder (if you are emailing or planning to email----make sure you put a slip in your folder that tells me when/where you are sending it)