Curriculum / ELA / 7th Grade / Unit 3: Pursuing Dreams: A Raisin in the Sun / Lesson 16
ELA
Unit 3
7th Grade
Lesson 16 of 27
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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.
Play: A Raisin in the Sun by Lorraine Hansberry pp. 110 – 124 — end at "(the bell rings)"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What does Lindner’s line "you just can’t force people to change their hearts, son" suggest about his feelings about race and racial integration? Be sure to pull out specific words and phrases from this sentence to support your interpretation.
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What is the mood in the Younger house on pages 110–113 (ending at "the bell sounds")? How do stage directions and dialogue help to develop this mood? Support your answer with at least three specific words and phrases from these pages, and explain how they develop the mood.
How is Beneatha’s tone different from Walter and Ruth’s when she is speaking to Mr. Lindner? Provide specific evidence from pages 114-117 to support your answer.
Mr. Lindner does not come out and explicitly say that the people in Clybourne Park do not want a Black family moving in. Instead, he says this indirectly. What words and phrases does he use in his monologue on the bottom of page 117 to the top of page 118 to get this point across, without having to come out and say it?
Is Mr. Lindner aware that he is being racist toward the Younger family? Provide specific words and phrases from dialogue and stage directions to support your ideas.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Reading and/or task to be completed at home in preparation for the next lesson.
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RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Standards that are practiced daily but are not priority standards of the unit
L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
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.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
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.
SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.
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.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9.a — Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
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.
Lesson 15
Lesson 17
Define the American dream and explain how and why it has changed over time.
RI.7.3
Determine the causes and impacts of the Great Migration and explain how the author develops his central ideas.
RI.7.2 RI.7.3
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
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
Identify features of setting and explain how setting shapes characters in A Raisin in the Sun.
RL.7.3
Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences in perspective.
RL.7.6
Writing
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
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
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
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
Identify characters’ points of view in A Raisin in the Sun and explain what their words and actions reveal about them.
Explain how the physical and historical setting of A Raisin in the Sun impacts characters.
Identify and contrast different characters’ perspectives in A Raisin in the Sun, and explain how they change.
RL.7.4 RL.7.6
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.
Explain the impact of word choice on mood and tone in A Raisin in the Sun.
RL.7.4
Identify characters’ points of view in A Raisin in the Sun and explain how the playwright develops differences and changes in perspective.
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.
SL.7.1 SL.7.1.a SL.7.1.c SL.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.7.5 W.7.3 W.7.3.a W.7.3.d
Outline a short dramatic scene and draft "At Rise" paragraphs.
W.7.3 W.7.3.a
Draft dialogue and stage directions for a short dramatic scene.
W.7.3 W.7.3.b
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
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