Curriculum / ELA / 7th Grade / Unit 3: Pursuing Dreams: A Raisin in the Sun / Lesson 3
ELA
Unit 3
7th Grade
Lesson 3 of 27
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Identify the claims made in a radio story and assess whether the evidence used to support those claims is relevant and sufficient.
Radio Segment: “The Scarlet E, Part II: 40 Acres” — 1:15–13:19 and 16:53–18:11
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What claim does the radio story make about the differences between Black Americans’ and white Americans’ access to the American dream between 07:40–13:19? What evidence does the story provide to support this idea? Is the evidence provided relevant and sufficient?
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 claim does the radio story make about the relationship between homeownership and wealth at 4:09–5:15?
What evidence does the radio story provide to support this claim? Is this evidence relevant and sufficient to support this claim?
Summarize the promise made to formerly enslaved people about land ownership and the outcome of this promise. Why is this important to understanding the contemporary gap in property ownership between Black and white Americans?
The radio story quotes a historian who says, "Homeownership for white people, rental for black people. And we're still living with that legacy today." The historian does not provide any specific evidence to support the claim that "we’re still living with that legacy today." What kind of evidence would you need to have in order to determine that the claim was sufficiently supported?
Based on what you read today, how might things have been different if formerly enslaved people had been given the forty acres and a mule they were promised?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
languish
v.
relevant
adj.
closely connected or appropriate to support an idea
sufficient
in appropriate amount; enough
Suggestions for teachers to help them teach this lesson
Reading and/or task to be completed at home in preparation for the next lesson.
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.
Poem: “Harlem” by Langston Hughes
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RI.7.8 — Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
SL.7.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Standards that are practiced daily but are not priority standards of the unit
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.
RI.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.
RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.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.7.2 — Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
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.7.2.c — Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
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.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
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 2
Lesson 4
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
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.
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
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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