Adolescent Literature Reading Inspiration

AdolescentLiterature Reading Inspiration

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AdolescentLiterature Reading Inspiration

Presently,educators have had trouble in motivating and engaging their studentsin reading and understanding the early periods concepts. Thelifestyle has experience change, but students manage to connect topieces of literature and stories sharing similar themes as theirindividual lives. In agreement with Hodges (2010), if literaturelinks to students, motivation, and interest may attain development.As asserted by Ingle (2009), Lorraine Hansberry’s 1955non-fictional play titled ARaisin in the Sunis read by students in social studies classes. The play can serve asa history-connecting factor in America during 1950 relating to racialtension and civil rights. It portrays the narration of aBlack-American family that received an inheritance hence move fromSouth Side, Chicago to a predominantly white populated suburb. Inthis paper, I will discuss how this play could motivate students toread, and indicate applicable instructional activities when engagingadolescents in each reading step. Lastly, I will outline activitieswhere adolescents could team up further motivating literatureengagement.

Aneducator may approach the 1950s discussion by informing the studentsabout the persistent racial tensions and the various social statuses,which existed during that particular time. The educator could alsodraw a debate with the students on their feelings about differentialtreatment regarding money or appearance. Besides, he or she couldcreate a discussion relating to female rights and abortion especiallybecause women voice underwent minimal broadcasting and abortionremained illegal. A Raisin In the Sun helps students to view thereality of poverty, racial struggles, African-American image, civilrights, and discrimination during a time of economic success and warvisually. An appropriate instrument that can be utilized to helpstudents to understand this play is the K_W_L chart (Hilden &ampJones, 2011). The chart aids adolescents to comprehend the Americandream concept, civil rights, and life during the 1950s. According toHilden &amp Jones (2011), the map possesses three columns, which aretitled &quotWhat I Understand&quot, &quotWhat I Want tocomprehend&quot, and &quotWhat I Understood.&quot In the readingprocess of the play, students would be required to fill their chartsbased on previous knowledge progressing to write in the second columnthroughout the play. Lastly, they would fill out their last columnafter the completion of reading the play. In agreement with Cantrellet al. (2014), this strategy enables an educator to establish anenvironment of active learning and student engagement.

Further,an educator could enhance student engagement and motivation byallowing students to group up and act or read this particular play.Using the approach, students are held responsible for theirparticipation in the play motivating them to take part in the playsince the whole activity is dependent on each of them. Through this,Cantrell et al. (2014) claim the students manage to build practicalskills that allow them to operate in a team in completing anassignment. Additionally, the teacher could utilize the strategy ofliteracy circle and delegate specific play characters every studentin a group should represent. Subsequently, once a scene ends, thestudents should be allowed to arrange and analyze their unearthedfeelings, the relatedness of the site to a possible movie, or theirlife experiences. According to Byrne (2011), students who relatetheir life experiences to literature manage to view reading moremeaningfully.

Insummary, it is evident that the times have changed hence becoming achallenge for educators to make students motivated in readingnon-fictional pieces of literature. Despite this, there areinstructional activities like the K_W_L chart that the educators canimplement, which would ensure that the students remain engaged andmotivated throughout the reading process. Additionally, the educatorscan also initiate activities such as acting and literacy circlestrategies to provide further motivation to the play. To provideadolescent motivation, teachers must strive to explore the differentapproaches available for use.

References

Hilden,K., &amp Jones, J. (2011).Comprehension and Authentic Reading:Putting the Power Back into K-W-L. Reading Today, 29(3), 15-16

ByrneBull, K. (2011). Connecting With Texts: Teacher Candidates ReadingYoung Adult Literature. Theory Into Practice, 50(3), 223-230

Cantrell,S. C., Almasi, J. F., Rintamaa, M., Carter, J. C., Pennington, J.,&ampBuckman, D. M. (2014).The Impact of Supplemental Instruction onLow-Achieving Adolescents` Reading Engagement. Journal Of EducationalResearch, 107(1), 36-58

Hodges,G. C. (2010). Reasons for reading: why literature matters. Literacy,44(2), 60-68

Ingle,Z. (2009). `White fear` and the studio system: a re-evaluation ofHansberry`s original screenplay of A Raisin in the Sun.Literature-Film Quarterly, (3), 184

ARaisin in the Sun Literature Unit

Groupactivities

Studentswill be placed in literature circles (no greater than five) to enactthe parts of the plays. In the groups, the students may also choosetheir historical character to represent and appoint their vocabularyenricher and summarizer.

PersonalActivities

Studentsshould ensure that they are in character when it comes to reading andacting the play. They should be responsible for their role to ensuretheir group succeeds.

VocabularyActivities

Eachstudent should have vocabulary journals of discussed words from thisplay. The students should further assign a vocabulary enricher wholooks for the play`s vocabulary words and defines them.

MaterialLists

Studentsshould utilize a graphic organizer having FOUR boxes. These boxesshould contain the visualize it, use it, see it, and define itsections.

Timeframe

Thestudents will read the play in class and complete a scene every week.The class will discuss every scene on a weekly basis.

QuestionLists

Answersshould have full answers and be further explained by utilizingexamples and inferences found in the play.

FirstWeek (Act One Scene One)

Whatis the plays summary?

Whereand when does this play occur?

Isthis place comparable to any region around America?

SecondWeek (Act One Scene Two)

Whywas Ruth overwhelmed in this play?

Howdoes inequality influence societal and individual identity?

ThirdWeek (Act Two Scene One)

Whatdoes &quotassimilationist Negroes&quot mean?

Whatreaction does Walter have regarding mama`s purchase?

FourthWeek (Act Two Scene Two)

Whatdid Walter`s mother do with the money?

Howwould you have used this money?

Whatdid Mama do for Walter?

FifthWeek (Act Two Scene Three)

Whatwere the presents bought?

Whovisited Younger`s home and why?

SixthWeek (Act Three Scene One)

Differentiatebetween realists and idealists

Whatresolution does Walter follow?

Evaluation

OralReading-1 Poor, 2 Fair, 3 Average, 4 Good, 5 Excellent

Clarity1 2 3 4 5

Pronunciations1 2 3 4 5

Audibility1 2 3 4 5

Participation1 2 3 4 5

Fluency1 2 3 4 5

Characterization1 2 3 4 5

Grade:

Comments:

Writing

Chooseone

Spelling:poor, fair, good, excellent

Grammar:poor, fair, good, excellent

Punctuation:poor, fair, good, excellent

Legibility:poor, fair, good, excellent

Weaknesses:

Strengths:

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