Curriculum / ELA / 7th Grade / Unit 3: Pursuing Dreams: A Raisin in the Sun / Lesson 8
ELA
Unit 3
7th Grade
Lesson 8 of 26
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Revise for linking words; identify and correct misplaced and dangling modifiers.
Play: A Raisin in the Sun by Lorraine Hansberry
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
All of the members of the Younger family seem to have different ideas on how to use the insurance check that is coming in the mail.
Writing from either the perspective of Walter or Ruth, draft a short letter to Mama explaining why she should take your suggestion for how to use the money, and not the other person's. Your letter should accurately reflect what this character thinks Mama should do with the money, based on what we have read so far in the play. Be sure to include a counterclaim to make it clear why yours is the better idea.
Underline at least three linking words/phrases that you have used and/or added to your letter.
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Reading and/or task to be completed at home in preparation for the next lesson.
Complete any unfinished work from class.
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.
Play: A Raisin in the Sun by Lorraine Hansberry pp. 46 – 60 — starting with "BENEATHA comes in" through p. 60 ending with "The bell rings"
While reading, answer the following questions.
Why do Ruth and Mama tease Beneatha about her different activities? How does she respond?
Who is George Murchison?
What does Beneatha tell Mama that makes Mama so angry? How does Mama respond?
Why does Ruth faint at the end of Scene I?
Who is coming over to the house? How does Beneatha feel about this?
What does Travis do in the street outside the apartment?
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L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1.c — Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Standards that are practiced daily but are not priority standards of the unit
L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2.b — Spell correctly.
L.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.
RL.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.
RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
RL.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.
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.7.1.d — Establish and maintain a formal style.
W.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.
W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
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
Analyze how the playwright structures the play to develop the plot and create suspense.
Explain the argument and specific claims the authors make about the Great Migration and how they structure the text to support their claims.
Standards
RI.7.5RI.7.8
Compare and contrast how two authors write about the Great Migration, but present their information in different ways.
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
L.7.1L.7.1.cW.7.1W.7.1.c
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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