Curriculum / ELA / 7th Grade / Unit 3: Pursuing Dreams: A Raisin in the Sun / Lesson 1
ELA
Unit 3
7th Grade
Lesson 1 of 27
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Define the American dream and explain how and why it has changed over time.
Article: “A Better Life: Creating the American Dream” by Kate Ellis and Ellen Guettler — “Introduction,” “Roots of the American Dream," and “The Modern American Dream”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How and why has the American dream changed over the course of our country’s history? Provide at least two specific pieces of textual evidence, and explain how this evidence supports your claim.
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
According to the section, "Roots of the American Dream," what was the original idea of the American dream? Paraphrase it in your own words.
How and why did Americans’ ideas about homeownership change in the 20th century? Provide specific evidence from the sections, "The Modern American Dream" and "The G.I. Bill and Roosevelt's Economic Bill of Rights" to support your answer.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
aspiration
n.
a dream or intense hope
affluent
adj.
wealthy
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.
Article: “The Great Migration: The African American Exodus from The South” by Dan Kopf — Read "Introduction,” “The First Wave of the Great Migration," and “The Second Wave”
While reading, answer the following questions.
What was the Great Migration?
Between what years did the Great Migration take place?
To what regions of the country did the majority of migrants travel during the first wave of the Great Migration?
What kind of jobs and opportunities did African Americans have in the South?
What kind of jobs and opportunities were available in the North?
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RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
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.7.6 — 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.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
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.
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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