Jeanna Watson 1

A Raisin in the Sun Lesson Plan

Learning Essential Question: While finishing A Raisin in the Sun, what were the dreams
Objective deferred and how did those dreams change?

Objectives:
Reading:
RD11-12.1 TLW cite strong and thorough textual evidence to support and analysis of what
the text explicitly states as well as what it infers.
RD11-12.2 TLW provide an objective summary of the text and explain how two or more
themes interact, develop, and build on one another during the course of that text.
RD11-12.3 TLW explain how an author develops the text by analyzing a complex set of
ideas or sequence of events, or analyzing how characters, events and ideas interact.
RD11-12.7 TLW proficiently read and comprehend literary nonfiction that has a high grade
level of lexile complexity.

Writing:
WR11-12.5 TLW organize ideas so that they flow and build on each other; the reader can
easily understand the content and purpose of the writing.

TLW Statements:
Prepare for the SAT with grammar lessons, SAT packets, and rhetorical analysis.
Continue reading A Raisin in the Sun as a whole class and consider the characters
dreams and character development.
Summarize scene two on character worksheet and begin to predict the end of the
play.
Watch A Raisin in the Sun to refresh on the characters and plot development.

Anticipatory Students will arrive to class and have their SAT packets on their desks. The will be
Set asked to do five questions in five minutes. They have been doing this everyday for
over a week so they should have a good idea of what is expected of them.

Answer questions 23 through 28 in the SAT packet. Students will read the short
passage and answer content and grammar questions about the packet.

Lesson The students will prepare for the SAT by doing part of the packet and having a brief
Objective discussion on grammar.

Then the students will be reading the play out loud and considering the plot and
character development.

Students will watch the movie Act I Scene ii and compare/contrast to the play.

Input As a whole class, students will go through the five questions together and talk
about the different grammar rules discussed. Some of the topics will be word
choice, sentence structure, punctuation, and content questions.

After the SAT questions, the students have been given a short grammar lesson
each class. Today the students will be taught to avoid the words that and very
while writing.

The students will then read the rest of Act II Scene i and fill out more of their
character worksheet for the summary of this scene.

After reading this scene, the students will watch part of the movie version of A
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Raisin in the Sun and compare the move to the actual play. The students will be
watching Act I scene ii.

Check Discussing the SAT questions afterwards will help to see which grammar rules are
Understanding the most difficult and what we may have to work on as a group.

While the students are writing their summary of the scene, I will go around and
check to see what they are writing and if it is correct. We will also discuss the
summary as a whole class.

Towards the end when we do a double-bubble map comparing and contrasting the
play with the movie, I will also check to see if the students understood the plot
development and character development based on their participation.

Guided As a class we will discuss the SAT questions once the students are done trying
Practice them on their own.

The students will read the scene together as a whole class with different students
playing the different roles. This allows for students to participate in the lesson and
helps to get the entire class engaged.

Independent Students will do the five SAT questions on their own and write the summary of the
Practice chapter on their own. This will help determine individual understanding.

Accommodatio The class will be co-taught with a special education teacher. We will work together
ns to make sure the students are on task and understanding the material that is
expected of them.

Slides: