Curriculum / ELA / 7th Grade / Unit 3: Pursuing Dreams: A Raisin in the Sun / Lesson 2

Pursuing Dreams: A Raisin in the Sun

Lesson 2

ELA

Unit 3

7th Grade

Lesson 2 of 26

Lesson Overview

Objective

Compare and contrast how two authors write about the Great Migration, but present their information in different ways.

Readings and Materials

Excerpt: “The Great Migration, 1915–1970” from The Warmth of Other Suns: The Epic Story of America's Great Migration by Isabel Wilkerson pp. 8–11 — end at page break

Lesson Notes

There was an error generating your document. Please refresh the page and try again.

Generating your document. This may take a few seconds.
Download Page with Annotations

Share with my team(s)

Post as a note "From the Fishtank Team"

Are You Sure?

Are you sure you want to delete this note? This action cannot be undone.
Article: “The Great Migration” by History.com editors

Lesson Notes

There was an error generating your document. Please refresh the page and try again.

Generating your document. This may take a few seconds.
Download Page with Annotations

Share with my team(s)

Post as a note "From the Fishtank Team"

Are You Sure?

Are you sure you want to delete this note? This action cannot be undone.

Lesson Map

Lesson

Explain the argument and specific claims the authors make about the Great Migration and how they structure the text to support their claims.

Materials

“The Great Migration”
“Great Migration”

Standards

RI.7.5RI.7.8

Lesson

Compare and contrast how two authors write about the Great Migration, but present their information in different ways.

Materials

“The Great Migration, 1915–1970” pp. 8–11 — end at page break
“The Great Migration”

Standards

RI.7.1RI.7.8RI.7.9

Lesson

Analyze how the poem "Harlem" and the article "A Better Life: Creating the American Dream" explore similar themes and topics.

Materials

“Harlem”
“A Better Life: Creating the American Dream” — Introduction, Part 1, Part 2, Part 4

Standards

RI.7.2RI.7.9RL.7.2

Lesson

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.

Materials

A Raisin in the Sun pp. 24–35 — end at "women with small minds"
A Raisin in the Sun — (01:30—05:55)

Standards

RL.7.3RL.7.7

Lesson

Identify characters' perspectives in A Raisin in the Sun and explain how the playwright develops differences in perspective.

Materials

A Raisin in the Sun pp. 35–46 — starting with "His sister BENEATHA enters." through p. 46 ending with MAMA "Yes, a fine man…"

Standards

RL.7.6

Lesson

Writing

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

Materials

A Raisin in the Sun

Standards

W.7.1W.7.1.aW.7.5

Lesson

Writing

Outline and draft a persuasive letter including a counterclaim.

Materials

A Raisin in the Sun

Standards

W.7.1W.7.1.aW.7.1.bW.7.1.eW.7.5

Lesson

Writing

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

Materials

A Raisin in the Sun

Standards

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

Lesson

Analyze how the playwright structures the play to develop the plot and create suspense.

Materials

A Raisin in the Sun pp. 46–60 — starting with "BENEATHA comes in" through p. 60 ending with "The bell rings"

Standards

RL.7.5RL.7.6

Lesson

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.

Materials

A Raisin in the Sun pp. 60–75 — starting with "BENEATHA. Oh, my god…'' through p. 75
A Raisin in the Sun — (43:09–54:53)

Standards

RL.7.5RL.7.6RL.7.7

progress
monitoring

Lesson

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.

Materials

A Raisin in the Sun pp. 76–86 — end at "Beneatha and George exit"
A Raisin in the Sun — (55:40–1:05:36)

Standards

RL.7.5RL.7.6RL.7.7

Lesson

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

Materials

“The Scarlet E, Part II: 40 Acres”
“How a New Deal Housing Program Enforced Segregation”

Standards

RI.7.8RI.7.9

progress
monitoring

Lesson

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.

Materials

A Raisin in the Sun pp. 86–95 — begin after "Beneatha and George exit"
A Raisin in the Sun — (1:07:28–1:14:48)

Standards

RL.7.3RL.7.7

Lesson

Analyze how the playwright structures A Raisin in the Sun to develop character perspectives.

Materials

A Raisin in the Sun pp. 96–109

Standards

RL.7.5RL.7.6

progress
monitoring

Lesson

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.

Materials

A Raisin in the Sun pp. 110–124 — ending with "(the bell rings)"
A Raisin in the Sun — 1:21:55–1:35:02

Standards

RL.7.4RL.7.6RL.7.7

Lesson

Analyze how the playwright structures A Raisin in the Sun to develop the climax of the play.

Materials

A Raisin in the Sun pp. 124–130 — starting with "BENEATHA. That couldn't be the movers…."

Standards

RL.7.4RL.7.5RL.7.6

Lesson

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

Materials

A Raisin in the Sun pp. 131–140 — ending with "MAMA. ...and hold on to what you got…"

Standards

RL.7.6

Lesson

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.

Materials

A Raisin in the Sun pp. 140–151 — starting with "(WALTER enters front the outside)"
A Raisin in the Sun — 01:51:23–02:07:40

Standards

RL.7.6RL.7.7

Lesson

Analyze how Hansberry and Wilkerson are inspired by personal experiences to write about and present information on the Great Migration.

Materials

“How Lorraine Hansberry Turned her Family's Story Into a A Raisin in the Sun”
“The Great Migration, 1915–1970” pp. 11–15 — starting with "The passenger train…"

Standards

RI.7.8RI.7.9

Lesson

Socratic Seminar

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

Materials