Lesson Planning Structure* 

Day: 8/20 
Subject: ​Power and Agency 
Time/Duration​: 50 minutes 
 
Objectives 
We will discuss the oppression of some stakeholders. We will also weigh the power of 
each character we know so far. This means that students will be able to recognize the 
agency of a specific character in terms of their class, race, and position.  
 
 
Standards 
11.4.2 Evaluate explicit and implicit world viewpoints, values, attitudes, and 
assumptions concealed in speech, writing, and illustration. 
a. Analyse the logic of complex situations by questioning the purpose, question at 
issue, information, points of view, implications, and consequences. 
 
Anticipatory Set 
Read ​A Raisin in the Sun​ pgs: 42-62 
(20 mins)  
 
Teaching​: ​Input/Mini Lesson 
We will look into how we analyse power, what can affect the way in which a specific 
person has power: authority, race, class, gender, other. Why? How does power inable 
agency?  
(2 mins)  
 
Teaching: Modeling 
I will put Ruth Younger on the board in the center of the web, and with our knowledge 
of power analysis, I will discuss her agency in the situation of the play as well as a 
person in the U.S. during this era (1950). Use examples from what we read today. 
(6 mins)  
 
Teaching: Checking for Understanding 
Using my model, I want students to rationalize in their journals why Ruth has the power 
she does using textual evidence.  
(6 mins) 
 
Questioning strategies​:  
1. Where do these expectations of power and agency come from? 
2. Why do different people in the same subculture have more power than another?  
3. In the 1950s, what stands in the way of having agency? In housing and equality 
laws?  
(2 mins) (Consider during guided practice)  
 
 
 
Guided Practice 
Pick a character, aside from Ruth, and analyse the power of that character using 
textual evidence in the same or similar format to analyze this character.  
(5 mins)   
 
 
Closure 
My students will then order the characters, in their opinion, from the character with the 
most power to the character with the least power, and thus agency, while I walk 
around and check for individual understanding.  
(5 mins) 
  
Independent Practice 
For homework, students will do this practice with a real person involved in their 
sustainable goals.  
 
Materials 
Journal 
A Raisin in the Sun 
*Madeline Hunter-various Internet sources