Pursuing Dreams: A Raisin in the Sun

Explain the argument the authors make about the Great Migration and how they support their claims.

“The Great Migration”
“Great Migration”

Standards

RI.7.5RI.7.8RI.7.9

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

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

Standards

RI.7.8RI.7.9

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

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

Standards

RI.7.8RI.7.9RL.7.4

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 director.

A Raisin in the Sun pp. 23–35 — (ending with "women with small minds")
A Raisin in the Sun — (01:30—05:55)

Standards

RL.7.3RL.7.7

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

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

Analyze how the delivery of a speech impacts the speaker's intended message.

“The Black Woman in Contemporary America”
“The Black Woman in Contemporary America”

Standards

RI.7.7RI.7.8

Writing

Overview

Write an article to inform an audience about the Great Migration using different types of evidence and text structures.

Day 1 - Planning

Draft an outline for an informational article.

Day 2 - Planning / Drafting

Informational Multi-Paragraph Outline (G6–8)

Standards

W.7.2W.7.2.aW.7.8

Draft body paragraphs that develop a topic through relevant facts, definitions, concrete details, quotations, or other information and examples.

Day 3 - Drafting / Revising

Informational Multi-Paragraph Outline (G6–8)
Different Types of Evidence Page (G7, U3, L7)

Standards

W.7.2.b

Draft body paragraphs with relevant text structures to create cohesion.

Day 5 - Revising / Language

Informational Multi-Paragraph Outline (G6–8)

Standards

W.7.2.aW.7.2.c

Day 4 - Drafting

Use text features to enhance comprehension about a topic.

Standards

W.7.2.a

Revise an article by including compound sentences to vary sentences and enhance text structures in the text.

Standards

L.7.1.bW.7.5

Writing

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

Language Sensitivity Analysis Handout (G7, U3, L8)

Standards

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 director on the meaning and structure of the play.

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.7.7

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.

A Raisin in the Sun pp. 76–86 — (ending with "BENEATHA and GEORGE exit")
A Raisin in the Sun — (55:40–1:05:36)

Standards

RL.7.6RL.7.7

Compare and contrast how an author and a podcast host write about redlining and the effects of housing segregation, and evaluate how they use relevant evidence to support their claims.

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

Standards

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 director on the meaning and experience of the play.

A Raisin in the Sun pp. 86–95 — (starting with WALTER: (To RUTH) Who is Prometheus?)
A Raisin in the Sun — (1:07:28–1:14:48)

Standards

RL.7.3RL.7.6RL.7.7

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

A Raisin in the Sun pp. 96–109

Standards

RL.7.5RL.7.6

Compare and contrast the film version of A Raisin in the Sun with the original text by identifying techniques used by the director and analyzing their impact on mood and meaning.

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.7.7

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

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

Standards

RL.7.4RL.7.5

Explain how the playwright develops differences and changes in perspective.

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

Standards

RL.7.5RL.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 director to create mood and meaning.

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

Standards

RL.7.6RL.7.7

Analyze how the delivery of a speech impacts the speaker's intended message.

“I Have a Dream: Martin Luther King Jr.'s Legacy”
“I Have a Dream”

Standards

RI.7.7RI.7.8

Evaluate and analyze how two authors present information about the influence of the Great Migration on Hansberry and Wilkerson's works.

“How Lorraine Hansberry Turned Her Family's Story Into A Raisin in the Sun”
The Warmth of Other Suns: The Epic Story of America's Great Migration pp. 11–15 — (starting with "The passenger train")

Standards

RI.7.8RI.7.9

Analyze how the delivery of a speech changes what ideas are emphasized.

“Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches”
“Remarks by the President at the 50th Anniversary of the Selma to Montgomery Marches”

Standards

RI.7.7RI.7.8

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.