Curriculum / ELA / 7th Grade / Unit 3: Pursuing Dreams: A Raisin in the Sun / Lesson 1
ELA
Unit 3
7th Grade
Lesson 1 of 26
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Explain the argument and specific claims the authors make about the Great Migration and how they structure the text to support their claims.
Article: “The Great Migration” by History.com editors
Video: “Great Migration” by Yohuru Williams (History.com)
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Prior to the start of class, print out the quotes in the Hamlet Quote Card resource and glue/tape them to a notecard in order to be prepared for the opening activity. If possible, move the student desks/tables to the side of the room so that there is room for students to walk around. Alternatively, take students to a space outside the classroom where they will have more room to engage in the activity.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is the authors' argument about the impact of the Great Migration? How do the authors structure the article to provide evidence to support these claims? Cite evidence from the text to support your answer.
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Questions about the text that will help guide the students understanding
What do the authors argue were the primary causes of the Great Migration? Provide examples to support your answer. ("The Great Migration" & Video: Great Migration)
How do the authors structure the article to convey their arguments about the Great Migration? ("The Great Migration" & Video: Great Migration)
What additional information does Williams provide in the video that enhances one's understanding of the Great Migration? (Video: Great Migration)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
enticed
v.
to attract or tempt by offering pleasure or advantage (para. 5)
fostering
to encourage or promote the development of something (para. 13)
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: The Warmth of Other Suns by Isabel Wilkerson pp. 8 – 11 — [the break]
While reading, answer the following questions.
What does Wilkerson compare the Great Migration to? Why does she make this comparison?
According to Wilkerson, what are some of the causes of the Great Migration?
According to Wilkerson, what are some of the effects of the Great Migration?
Why does Wilkerson consider the Great Migration itself an act of activism and defiance?
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RI.7.5 — Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
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.
Standards that are practiced daily but are not priority standards of the unit
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.7.2 — 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.7.4 — 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.7.9 — Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
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.
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.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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.
Next
Compare and contrast how two authors write about the Great Migration, but present their information in different ways.
Standards
RI.7.5RI.7.8
RI.7.1RI.7.8RI.7.9
Analyze how the poem "Harlem" and the article "A Better Life: Creating the American Dream" explore similar themes and topics.
RI.7.2RI.7.9RL.7.2
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.7.3RL.7.7
Identify characters' perspectives in A Raisin in the Sun and explain how the playwright develops differences in perspective.
RL.7.6
Unpack a writing prompt, study an exemplar, and gather evidence in preparation for writing a persuasive letter.
W.7.1W.7.1.aW.7.5
Outline and draft a persuasive letter including a counterclaim.
W.7.1W.7.1.aW.7.1.bW.7.1.eW.7.5
Revise for linking words; identify and correct misplaced and dangling modifiers.
L.7.1L.7.1.cW.7.1W.7.1.c
Analyze how the playwright structures the play to develop the plot and create suspense.
RL.7.5RL.7.6
Compare and contrast the film version of A Raisin in the Sun with the original text to explain the impact of specific techniques used by the filmmakers on the meaning and structure of the play.
RL.7.5RL.7.6RL.7.7
Compare and contrast the film version of A Raisin in the Sun with the original text and explain the impact of body language to convey differences in perspective.
Compare and contrast how two authors write about redlining and the effects of housing segregation, but present their information in different ways.
RI.7.8RI.7.9
Compare and contrast the film version of A Raisin in the Sun with the original text to explain the impact of specific techniques used by the filmmaker on the meaning and experience of the play.
Analyze how the playwright structures A Raisin in the Sun to develop character perspectives.
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.
RL.7.4RL.7.6RL.7.7
Analyze how the playwright structures A Raisin in the Sun to develop the climax of the play.
RL.7.4RL.7.5RL.7.6
Identify characters' points of view in A Raisin in the Sun and explain how the playwright develops differences and changes in perspective.
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 to create mood and meaning.
RL.7.6RL.7.7
Analyze how Hansberry and Wilkerson are inspired by personal experiences to write about and present information on the Great Migration.
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.7.1SL.7.1.aSL.7.1.bSL.7.4
Unpack a prompt, study a Mentor Text, and begin to brainstorm ideas for a setting.
W.7.3
Draft setting paragraphs, focusing on vivid descriptive details.
L.7.5W.7.3W.7.3.aW.7.3.d
Outline a short dramatic scene and draft "At Rise" paragraphs.
W.7.3W.7.3.a
Draft dialogue and stage directions for a short dramatic scene.
W.7.3W.7.3.b
Engage in peer feedback with a partner and present scenes to the class.
SL.7.4W.7.3W.7.5
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