ELA / 7th Grade / Unit 3: Pursuing Dreams: A Raisin in the Sun
Students explore the American experience through the story of an African-American family struggling to achieve their dreams.
ELA
Unit 3
7th Grade
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A Raisin in the Sun is a meditation on the American Dream and the ways that race can be a nearly insurmountable barrier to achieving it. This award-winning play follows the story of the Youngers, a working-class African-American family living in a cramped kitchenette apartment on the South Side of Chicago in the 1950s. Three generations share the apartment, which is barely large enough to fit the five people who live there let alone the dreams each one has for his or her future and the future of their family.
This text is the third book that students will read this year and the first drama. Student will begin the unit with three nonfiction texts that provide schema around the Great Migration and the history of housing discrimination against African Americans. Contextualizing this play within its historical moment provides students with the knowledge necessary to unpack the specific and universal themes Hansberry explores. Additionally, students will watch several scenes from the 1961 film version and analyze the way that filmmakers draw viewers into a story through techniques specific to the media. Through this story of an African-American family in a segregated northern city in the 1950s, A Raisin in the Sun continues the year’s exploration of what it means to be an American; how race, gender, and class shape a person’s identity; and whether all people in this country have equal access to opportunity.
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Play: A Raisin in the Sun by Lorraine Hansberry (Vintage, 2004) — 1100-1200L
Poem: “Harlem” by Langston Hughes (the Poetry Foundation)
Article: “A Better Life: Creating the American Dream” by Kate Ellis and Ellen Guettler (American Public Media, 2009)
Article: “The Great Migration: The African American Exodus from The South” by Dan Kopf (Priceonomics)
Radio Segment: “The Scarlet E, Part II: 40 Acres” (WNYC Studios)
Movie: A Raisin in the Sun
Book: The BreakBeat Poets: New American Poetry in the Age of Hip-Hop by Kevin Coval, Quraysh Ali Lansana, and Nate Marshall (editors)
This assessment accompanies Unit 3 and should be given on the suggested assessment day or after completing the unit.
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Suggestions for how to prepare to teach this unit
Unit Launch
Prepare to teach this unit by immersing yourself in the texts, themes, and core standards. Unit Launches include a series of short videos, targeted readings, and opportunities for action planning.
The central thematic questions addressed in the unit or across units
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
affluent aspiration atrocity defer eccentric exuberant futile hostility indifferent languish misgivings plaintive undaunted
actors' choices act camera movement camera angle central idea climax color/lighting connotation cuts dialect diegetic sound dialogue imagery literary device monologue non-diegetic sound pacing point of view/perspective relevant scene set simile stage directions sufficient theme
To see all the vocabulary for Unit 3, view our 7th Grade Vocabulary Glossary.
In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.
Notes to help teachers prepare for this specific unit
Fishtank ELA units related to the content in this unit.
Define the American dream and explain how and why it has changed over time.
RI.7.3
Determine the causes and impacts of the Great Migration and explain how the author develops his central ideas.
RI.7.2 RI.7.3
Identify the claims made in a radio story and assess whether the evidence used to support those claims is relevant and sufficient.
RI.7.8 SL.7.3
Explain the meaning and impact of word choice and literary devices in Langston Hughes’s "Harlem," and how they work together to develop theme.
RL.7.2 RL.7.4
Identify features of setting and explain how setting shapes characters in A Raisin in the Sun.
RL.7.3
Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences in perspective.
RL.7.6
Compare and contrast the film version of A Raisin in the Sun with the original text and explain the impact of specific techniques used by the filmmakers.
RL.7.7
Writing
Closely read a poem and support inferences and conclusions with strong evidence.
Analyze the meaning and impact of specific words and phrases used in the poem, "Say My Name" in a short written response.
W.7.1 W.7.1.a W.7.1.b
Identify characters’ points of view in A Raisin in the Sun and explain what their words and actions reveal about them.
Explain how the physical and historical setting of A Raisin in the Sun impacts characters.
Identify and contrast different characters’ perspectives in A Raisin in the Sun, and explain how they change.
Explain the impact of specific word choice on mood and meaning in A Raisin in the Sun, and how word choice reveals a character’s perspective.
RL.7.4 RL.7.6
Compare and contrast the film version of A Raisin in the Sun with the original text by identifying techniques used by the filmmakers and their impact on mood and meaning.
Explain the impact of word choice on mood and tone in A Raisin in the Sun.
RL.7.4
Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences and changes in perspective.
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.7.1 SL.7.1.a SL.7.1.c SL.7.4
Explain the expectations of the writing task and begin to gather evidence from supplemental texts.
L.7.1 L.7.1.a W.7.1 W.7.1.b
Construct a strong thesis statement and compose effective body paragraphs.
L.7.1 L.7.1.c W.7.1 W.7.1.a
Draft an introduction and conclusion and revise essay for clarity, mechanics, and organization.
L.7.1.c W.7.1 W.7.1.a W.7.1.c W.7.1.e
Assessment – 2 days
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The content standards covered in this unit
L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.a — Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.c — Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.7.8 — Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
RL.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL.7.7 — Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.1.a — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.c — Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
SL.7.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1.d — Establish and maintain a formal style.
W.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
Standards that are practiced daily but are not priority standards of the unit
L.7.1.b — Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.b — Spell correctly.
L.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.3.a — Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.7.1.b — Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.2 — Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
W.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
W.7.7 — Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.a — Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
W.7.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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