Lesson 12 | A Raisin in the Sun | 7th Grade English

Objective

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.

Readings and Materials

Play: A Raisin in the Sun by Lorraine Hansberry pp. 68 – 75
Movie: A Raisin in the Sun — 43:09–54:55

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

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Writing Prompt

Return to page 74 and read the last two lines of dialogue between Walter and Mama. Then watch the film 51:40–52:30. What specific techniques has the filmmaker used to develop emotion and meaning in this scene? Select at least two and explain the impact of each.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

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Key Questions

Questions about the text that will help guide the students understanding

Close Read Questions

What filmmaking techniques did the filmmaker use at 44:30–44:50? What is the impact of these choices; what do they communicate about the scene?
How does the filmmaker use diegetic and non-diegetic sound effects to build tension in the scene between 46:55–49:46? List as many as you notice and then explain their impact.
How does the film use pacing and actor’s choices to build tension in the scene between 46:55–49:46? List as many as you notice and then explain their impact.

Discussion Questions

Has watching the film changed the way you think or feel about any of these characters? Has it increased or decreased your sympathy for them? Do you think these actors have accurately portrayed what you have read in the text?

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

Academic

camera movement

the way a camera moves in relation to the characters and setting. Can include techniques like zooming in, zooming out, panning up/down/left/right.

camera angle

the specific location at which the movie camera or video camera is placed to take a shot.

cuts

when the image on screen is instantly replaced with another, often in the form of a camera angle change

color/lighting

the relative lightness or darkness of a scene, and what colors are included in a scene.

actors' choices

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

diegetic sound

sounds that originate from the world of the film (doors opening, dogs barking, etc.)

non-diegetic sound

sounds do not originate in the "world" of a film and are added, like music or voiceover

pacing

how quickly or slowly the action in a film progresses.

Enhanced Lesson Plan

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Common Core Standards

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).

Reading Standards for Literature

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

Standards that are practiced daily but are not priority standards of the unit

L.7.6

RL.7.1

RL.7.10

SL.7.1

SL.7.6

W.7.1

W.7.1.a

W.7.1.b

W.7.9

W.7.9.a

Lesson 11

Lesson 13

Lesson Map

“A Better Life” — “Introduction,” “Roots of the American Dream," and “The Modern American Dream”

Define the American dream and explain how and why it has changed over time.

RI.7.3

“The Great Migration” — “Introduction,” “The First Wave of the Great Migration," and “The Second Wave”

Determine the causes and impacts of the Great Migration and explain how the author develops his central ideas.

RI.7.2 RI.7.3

“The Scarlet E, Part II: 40 Acres” — 1:15–13:19 and 16:53–18:11

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

“Harlem”

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

A Raisin in the Sun pp. 24 – 35 — end at "women with small minds"

Identify features of setting and explain how setting shapes characters in A Raisin in the Sun.

RL.7.3

A Raisin in the Sun pp. 35 – 46 — [begin at "His sister BENEATHA enters."] [end after MAMA "Yes, a fine man—just couldn’t never catch up with his dreams, that’s all."]

Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences in perspective.

RL.7.6

Writing

A Raisin in the Sun

Unpack a writing prompt, study an exemplar, and gather evidence in preparation for writing a persuasive letter.

W.7.1 W.7.1.a W.7.5

Writing

A Raisin in the Sun

Outline and draft a persuasive letter including a counterclaim.

W.7.1 W.7.1.a W.7.1.b W.7.1.e W.7.5

Writing

A Raisin in the Sun

Revise for linking words; identify and correct misplaced and dangling modifiers.

L.7.1 L.7.1.c W.7.1 W.7.1.c

A Raisin in the Sun pp. 46 – 60 — begin at "BENEATHA comes in" and end at "The bell rings"

Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences in perspective.

RL.7.6

A Raisin in the Sun pp. 60 – 75 — start at BENEATHA "Oh, my god…"

Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences in perspective.

RL.7.6

A Raisin in the Sun pp. 68 – 75
A Raisin in the Sun — 43:09–54:55

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

A Raisin in the Sun pp. 76 – 86 — end at "Beneatha and George exit"

Identify characters’ points of view in A Raisin in the Sun and explain what their words and actions reveal about them.

RL.7.6

A Raisin in the Sun pp. 86 – 95 — begin after "Beneatha and George exit"

Explain how the physical and historical setting of A Raisin in the Sun impacts characters.

RL.7.3

A Raisin in the Sun pp. 96 – 109

Identify and contrast different characters’ perspectives in A Raisin in the Sun, and explain how they change.

RL.7.6

A Raisin in the Sun pp. 110 – 124 — end at "(the bell rings)"

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

A Raisin in the Sun pp. 110 – 124
A Raisin in the Sun — 1:21:55-1:33:02

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.7.7

A Raisin in the Sun pp. 124 – 130

Explain the impact of word choice on mood and tone in A Raisin in the Sun.

RL.7.4

A Raisin in the Sun pp. 131 – 140 — end at "...and hold on to what you got"

Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences and changes in perspective.

RL.7.6

A Raisin in the Sun pp. 140 – 151

Identify and contrast different characters’ perspectives in A Raisin in the Sun, and explain how they change.

RL.7.6

Socratic Seminar

A Raisin in the Sun

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

Writing

A Raisin in the Sun
Dramatic Scene Rubric (G7, U3)

Unpack a prompt, study a Mentor Text, and begin to brainstorm ideas for a setting.

W.7.3

Writing

A Raisin in the Sun

Draft setting paragraphs, focusing on vivid descriptive details.

L.7.5 W.7.3 W.7.3.a W.7.3.d

Writing

A Raisin in the Sun

Outline a short dramatic scene and draft "At Rise" paragraphs.

W.7.3 W.7.3.a

Writing

A Raisin in the Sun

Draft dialogue and stage directions for a short dramatic scene.

W.7.3 W.7.3.b

Writing

A Raisin in the Sun
Dramatic Scene Rubric (G7, U3)

Engage in peer feedback with a partner and present scenes to the class.

SL.7.4 W.7.3 W.7.5

Assessment – 2 days

Pursuing Dreams: A Raisin in the Sun

Objective

Readings and Materials

Target Task

Writing Prompt

Sample Response

Key Questions

Close Read Questions

Discussion Questions

Vocabulary

Academic

Enhanced Lesson Plan

Common Core Standards

Reading Standards for Literature

Supporting Standards

Language Standards

Reading Standards for Literature

Reading Standards for Literature

Speaking and Listening Standards

Speaking and Listening Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Writing Standards

Lesson Map

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