Curriculum  /  ELA  /  7th Grade  /  Unit 3: Pursuing Dreams: A Raisin in the Sun  /  Lesson 11

Pursuing Dreams: A Raisin in the Sun

Lesson 11
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ELA

Unit 3

7th Grade

Lesson 11 of 26

Objective

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.

Readings and Materials

  • Play: A Raisin in the Sun by Lorraine Hansberry  pp. 76 – 86 — end at "Beneatha and George exit"

  • Movie: A Raisin in the Sun  — (55:40–1:05:36)

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A Note for Teachers

  • There are a number of sensitive and offensive words in today's reading. 
    • Students should understand that Walter uses the word "f*ggoty" on page 85 and at 01:02:16 and 01:04:44 in the movie. This is considered homophobic as his intent was to insult and emasculate George, and further highlight Walter's hypermasculinity. Name for students whether they should read the word aloud if reading the text for the whole group.
    • Provide students with context around the word, "nappy," which Ruth uses to describe Beneatha's hair on page 80. As a part of intellectual preparation, read this NPR article titled "The Racial Roots Behind The Term 'Nappy'" by Michael Paulino to prepare for this discussion. 
    • Walter also says "son-of-a-b*tch" on page 85. Emphasize respectful communication, critical thinking, and context understanding prior to engaging in today's reading. Name for students whether they should read the word aloud if reading the text for the whole group.
  • Walter and Beneatha present a number of stereotypes about Africa and African cultures. Remind students that there are 54 countries in Africa and over 3,000 different ethnic groups on the continent. The way that Walter speaks is particularly stereotypical and offensive. Make sure students understand that these are stereotypes and that Walter and Beneatha are making up words. They are not actually speaking a dialect from Africa. Share the article, "Africa Is Not a Country and Other Things You Need to Know About the Continent" by Heifer International. Ask students to discuss why stereotypes of Africa are offensive. 
  • Be sure students understand that Walter "(has obviously been drinking)" (p. 77). Alcohol affects his behavior in his conversations with George, Ruth, and Beneatha in this scene. 
  • Though the film is not rated, the film contains offensive language that may be distressing for students. The film also contains depictions of excessive alcohol consumption. For further guidance, review the Parents' Guide to A Raisin in the Sun from Common Sense Media as a part of intellectual preparation.

Target Task

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Discussion & Writing Prompt

What does Walter's interaction with George Murchison reveal about his perception of self?  Compare and contrast how Walter's perception of self is portrayed in the play and the movie. Cite evidence from both sources to support your answer. (A Raisin in the Sun & Film: A Raisin in the Sun, 1961)

Sample Response

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Key Questions

Key Questions

  • Why does Hansberry open Act II Scene One with this scene? What mood is conveyed in this scene? How does the filmmaker develop the mood for audiences? (A Raisin in the Sun & Film: A Raisin in the Sun, 1961)

  • What is George Murchison's opinion of African cultural heritage, and how does it differ from Beneatha's perspective? Cite evidence from the play to support your answer. (A Raisin in the Sun)

  • What is George Murchison's opinion of Walter Lee? How does his behavior in the movie reveal this opinion? Cite evidence from the play and the movie to support your answer. (A Raisin in the Sun & Film: A Raisin in the Sun, 1961)

  • What does Beneatha's haircut mean to her? Compare and contrast how the scene with Beneatha's hair is portrayed in the play and the movie. (A Raisin in the Sun & Film: A Raisin in the Sun, 1961)

Exit Ticket

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Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

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Vocabulary

Literary Terms

actor's choice

decisions an actor makes when performing a character, including (but not limited to) facial expressions, body movement, tone of voice, and pauses

Text-based

eccentric

adj.

(p. 80)

unconventional and somewhat strange

Homework

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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.

While reading, answer the following questions.

  • How is the Great Depression one of the causes of housing segregation that still persists in America?

  • What was the New Deal? What was its goal? What was its effect?

  • Why does the author title a section "A 'New Deal' for White Americans" Why wasn't the New Deal for all Americans?

  • According to the article, what is redlining?

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Common Core Standards

  • RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
  • 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).

Supporting Standards

L.7.6
RL.7.1
RL.7.2
RL.7.4
RL.7.10
SL.7.1
SL.7.6
W.7.1
W.7.1.a
W.7.1.b
W.7.4
W.7.9
W.7.9.a

Next

Compare and contrast how two authors write about redlining and the effects of housing segregation, but present their information in different ways.

Lesson 12
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