UNIT 2 ORGANIZERS: ANY HOMES AVAILABLE?
Table A-1: Make sense out of the statistics in the HUD study
Homebuyers / Number of homes told about / Number of homes shown / Explain your understandingWhite homebuyers / 100 / 100 / White homeseekers are the base or control group here; the study suggests that they will be told about and shown all the available homes.
Black homebuyers
Asian homebuyers
Hispanic homebuyers
May be photocopied for classroom use. Using Informational Text to Teach A Raisin in the Sun by Audrey Fisch and Susan Chenelle, © 2016 (Lanham, MD: Rowman & Littlefield Education).
UNIT 2 ORGANIZERS: ANY HOMES AVAILABLE?
Table B-1: Compare the Youngers’ current home with what is available in Clybourne Park?
Current home on the south side of Chicago / Textual evidence / Home in Clybourne Park / Textual evidenceOverall housing conditions / Cramped, low quality housing / “these goddamned cracking walls!”
“these marching roaches!” / Roomy, nice house / “Three bedrooms – nice big one for you and Ruth”
“And there’s a yard with a little patch of dirt where I could maybe get to grow me a few flowers”
Neighborhood conditions
Class Activity Rubric
Category / 4 - Excellent / 3 – Good / 2 – Satisfactory / 1 - UnsatisfactoryCongressional hearing questions or testimony (presentation of knowledge and ideas) / Questions or testimony demonstrate strong and insightful comprehension of the issues at stake through ample, effective use of evidence from the play and the HUD report / Questions or testimony demonstrate solid comprehension of the issues at stake through frequent, effective use of evidence from the play and the HUD report / Questions or testimony demonstrate some comprehension of the issues at stake through occasional, though perhaps vague or ineffective, use of evidence from the play and the HUD report / Questions or testimony do not demonstrate comprehension of the issues at stake through use of evidence from the play and/or the HUD report
Reflection (cite relevant and sufficient textual evidence) / Reflection makes clear, insightful arguments based on substantial specific evidence from debate and texts / Reflection makes clear arguments based on specific evidence from debate and texts / Reflection makes arguments that may be vague or not clearly based on evidence from debate and texts / Reflection does not make arguments based on evidence from debate and texts
Post-hearing evaluation (cite relevant and sufficient textual evidence) / Evaluation makes clear, insightful arguments based on substantial specific evidence from debate and texts / Evaluation makes clear arguments based on specific evidence from debate and texts / Evaluation makes arguments that may be vague or not clearly based on evidence from debate and texts / Evaluation does not make arguments based on evidence from debate and texts
Vocabulary (use domain-specific vocabulary) / Several “words to own” from the unit are used correctly in new ending and/or narrative / Some “words to own” from the unit are used correctly in new ending and/or narrative / One or more “words to own” from the unit are used in new ending and/or narrative but perhaps not correctly or effectively / No “words to own” from the unit are used in new ending and/or narrative
Documentation and Style (in text citation and works cited) / Reflection and post-hearing evaluation conform to the appropriate style guidelines (MLA) for in text citation and works cited; testimony or questions follow conventions and tone appropriate for a congressional hearing / Reflection and post-hearing evaluation conform with limited errors to the appropriate style guidelines (MLA) for in text citation and works cited; testimony or questions follow conventions and tone appropriate for a congressional hearing with limited errors / Reflection and post-hearing evaluation attempt to conform to the appropriate style guidelines (MLA) for in text citation and works cited but does so ineffectively or inaccurately; testimony or questions attempts to follow conventions and tone appropriate for a congressional hearing but does so ineffectively or inaccurately / Reflection and post-hearing evaluation do not conform to the appropriate style guidelines (MLA) for in text citation and works cited; testimony or questions do not follow conventions and tone appropriate for a congressional hearing
May be photocopied for classroom use. Using Informational Text to Teach A Raisin in the Sun by Audrey Fisch and Susan Chenelle, © 2016 (Lanham, MD: Rowman & Littlefield Education).