Formative close reading plan

Transcription

1 Formative close reading plan For A Raisin in the Sun, Act One, Scene One by Lorraine Hansberry 8 th grade Standards: RL.8.1, RL.8.2, RL.8.3, RL.8.4 Created by Pamela Andreavich, 2014 Delaware Dream Team teacher 1

2 Directions for teachers: How to use this document After reading a selected section of Act One Scene One from A Raisin in the Sun, by Lorraine Hansberry, the text-dependent questions below should be administered as formative checkpoints to ensure students can recognize how author s use dialogue and character motivation to establish theme. In addition to collecting written responses (in a reading journal or on a separate piece of paper), student work could also be recorded as the product of observation or interview. Use the response guide beginning on page 3 to evaluate each response and determine if student Exceeds, Meets Approaches or Struggles with the given question. Use the corresponding close reading follow-up mini-lessons (beginning on page 23 of this document) to provide targeted and close-reading based intervention to students in the Approaches and Struggles group. This document includes hyperlinks. If you open it via the web, you will be able to click on the links (links are in blue) and they will take you to the specified information. If you choose to download this document on your computer, you will have to right-click on the link and choose open hyperlink to open the link to the information. Text and author Where to access the text: Grade-level: Target Common Core State Standards: A Raisin in the Sun, Lorraine Hansberry Text is attached below Text and standard details 8 th grade CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. 1

3 Formative text-dependent questions 1. Read the excerpt from Act One, Scene One of A Raisin in the Sun. What does Ms. Hansberry want the reader to understand when Beneatha says to Walter, Well you finally got it said... It took you three years but you finally got it said.? 2. As we know, authors use dialogue in a variety of different ways. Some examples of these are: to add a sense of reality, to make reading easier, to reveal characters, to reveal secrets, to reveal relationships, to show backstory, and to deepen conflict. How is Ms. Hansberry using the dialogue in the previous question to move the story along? Using examples from the excerpt to support your ideas. 3. Motivation has been defined as; a desire to do; an interest or drive. After reading the excerpt provided, choose one of the characters and explain what you believe motivates them. Why? (Characters are: Travis, Ruth, Beneatha and Walter) 4. In the excerpt provided, is there any evidence that shows a character s motivation may change as the play goes on? Who? Why? Use examples from the excerpt to provide support for your beliefs. 5. Theme is the combination of plot, character interaction and symbolism that describes what the author is trying to say about life. For example, a theme is not a subject, i.e. love is not a theme. However, we must love each other or perish is definitely a theme. A subject is a one-word topic. A theme tells us what to think about that topic. With that being said, after reading the attached excerpt from A Raisin in the Sun, what theme(s) do you believe Ms. Hansberry is relaying to the reader? Use examples from the excerpt to explain your answer. 2

4 Question #1 Standard(s) covered: Formative text-dependent question 1 Read the excerpt from Act One, Scene One of A Raisin in the Sun. What does Ms. Hansberry want the reader to understand when Beneatha says to Walter, Well you finally got it said... It took you three years but you finally got it said.? CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Response Guide Example student response Indicators Exceeds In the line, Well you finally got it said... It took you three years but you finally got it said. Ms. Hansberry wants the reader to understand that Walter has never wanted Beneatha to be a doctor and in reality, Beneatha has known it. In the excerpt, Walter was not having a good day. He was mad at Ruth, stressed about the check arriving the next day, and now arguing with his sister. So, Walter finally spilled the feelings that he has always had women; especially Beneatha, shouldn t/couldn t become doctors. In fact, he says, If you are so crazy bout messing with sick people then go be a nurse like other women or just get married and be quiet. This shows that Walter doesn t believe in Beneatha s choices. Another thing that the author wanted the reader to realize/understand was that Walter wanted Mama s insurance check for himself and his liquor store and with the cost of medical school being high and his mother so close to his sister, he was worried that the money would go to Beneatha and her education instead of him. The dialogue shows how deep the conflict is between Walter and Beneatha and how Walter is jealous of his sister. The reader should include the idea that Walter has always felt that Beneatha shouldn t be a doctor and Beneatha knew it. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. The reader should acknowledge the ulterior motives of Walter s character. The reader should recognize the conflict between the characters. This is an exceeds response because it not only answers the question, but it also speaks to the effect that the dialogue has on the characters relationships and/or the conflicts that exist in the plot. It also uses inference to evaluate the motives of a character and how these motives affect the character s decisions. 3

5 Example student response Indicators Meets In the above passage it states, Well you finally got it said It took you three years but you finally got it said. The excerpt stated above means that after three years of trying to tell Beneatha that a doctor isn t the right job for her, Walter finally did so. Ms. Hansberry wants the reader to see that Walter doesn t agree with Beneatha s decision and hasn t said anything even though this has the way he has always felt and Beneatha knew that. He believes that a nurse would be a better fit for her and the family because he doesn t know how his family can afford medical school and that they really shouldn t have to. The reader should include the idea that Walter has always felt that Beneatha shouldn t be a doctor and Beneatha knew it. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. This is not an exceeds response because it doesn t talk about the effect that these decisions and/or conversations have on the plot of the play or the change in the character s feelings/opinions of each other. 4

6 Example student response Indicators Intervention Approaches I think that she wanted the reader to understand that maybe Beneatha didn t want to do something that all the other women do. She wanted to do something different so she wants to be a doctor. I think that they wanted us to understand that it is O.K. to do something different and not something that everyone does or something stereotypical so you would have to do it. She wants us to understand that Beneatha wants to be different and not like every other woman because they were usually nurses or stayed at home and she didn t want to do that. The reader should include the idea that Walter has always felt that Beneatha shouldn t be a doctor and Beneatha knew it. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. This is not a meets response because, although the reader addresses the fact that Beneatha needs to be different and believes in herself and abilities, (which leads us to character motivation) it doesn t include information from the text, it doesn t evaluate Walter s reaction, (which is an integral part of the question) and it doesn t talk about the importance of the dialogue to the plot. Close Reading Follow-up Lesson #1 5

7 Example student response Indicators Intervention Struggles I think that when Beneatha says well you finally got it said it took you three years but you finally got it said what Ms. Hansberry wants the reader to understand is even if it takes a person a long time to figure something out about a person it becomes important to know what that person thinks. The reader should include the idea that Walter has always felt that Beneatha shouldn t be a doctor and Beneatha knew it. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. This is not a meets response because it simply doesn t answer the question. The reader doesn t address how either character feels or reacts, it doesn t talk about why the line is important to the plot and it doesn t discuss the conflict that it causes. Close Reading Follow-up Lesson #1 6

8 Question #2 Formative text-dependent question 2 As we know, authors use dialogue in a variety of different ways. Some examples of these are: to add a sense of reality, to make reading easier, to reveal characters, to reveal secrets, to reveal relationships, to show backstory, and to deepen conflict. How is Ms. Hansberry using the dialogue in the previous question to move the story along? Using examples from the excerpt, to support your ideas. Standard(s) covered: Exceeds CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Response Guide Example student response Indicators The reader should include at least one of the reasons that an author uses dialogue. Ms. Hansberry is using the dialogue, Well you finally got it said it took you three years but you finally got it said to move the story along by revealing the difficulty of the relationship between Walter and Beneatha while showing how deep the conflict truly is between them. She wants the reader to know that this has been bottled up in both characters for three years! Neither character saying anything while living in the same small apartment. Knowing this makes the reader recognize how difficult it must have been to hold something so important inside. For Beneatha, even though she suspected it, it must be difficult for her to know her brother doesn t support or even believe she can reach her dreams. For Walter, he is so set on using the money from the check for his liquor store that he is afraid that Beneatha s dreams will outweigh his and this was truly the reason he finally said it. He is using his sexist attitude to hide his jealousy and fear of Beneatha and her dreams. I believe that this one line of dialogue will be the start of conflict between all of the other characters because the money will make people take sides. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. The reader should also talk about how this/these lines move the dialogue along. The reader should make inferences as to how this line affects the characters. The reader should make inferences how the dialogue will affect the future plot. This is an exceeds response because it speaks in depth about the character s feelings/opinions of each other and how those opinions/feelings are changing and will change in connection to other characters and plot. It also defines what the reader believes is being said and why. 7

9 Example student response Indicators Meets Ms. Hansberry is using the following dialogue to move the story along by making the reader want to read more in depth and think beyond the obvious of what the dialogue seems to be telling us. When Beneatha said to Walter, Well you finally got it said It took you three years, but you finally got it said it makes the reader want to know why it took him three years to say it and what is the background relationship between the characters that makes this important. Another piece of dialogue that connects to the first dialogue is I just wondered if you made up your mind and everything. This line triggered something in my mind that something big was about to happen and that Beneatha making up her mind had to do with what Walter finally said. The reader should include at least one of the reasons that an author uses dialogue. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. The reader should also talk about how this/these lines move the dialogue along. This is not an exceeds response because it doesn t talk in depth enough about the effect that these decisions and/or conversations have on the plot of the play or the change in the character s feelings/opinions of each other. It also doesn t use define what the reader believes is being said and why. 8

10 Example student response Indicators Intervention Approaches In my opinion, I think that Ms. Hansberry is using the dialogue to move the story along by revealing the characters true thoughts and opinions. This also reveals their relationship and attitudes about one another. Because the author uses these techniques the reader wants to continue reading and find out what happens next. Walter and Beneatha obviously are in conflict. The reader should include at least one of the reasons that an author uses dialogue. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. The reader should also talk about how this/these lines move the dialogue along. This is not a meets response because it doesn t use any of the information from the text. In addition, it talks very minimally about why this dialogue is important to the plot and how it moves it along. It does, however talk about the reasons an author uses dialogue and show ideas that if fully developed, could meet standard. Close Reading Follow-up Lesson #2 9

11 Example student response Indicators Intervention Struggles In my opinion, I think that Ms. Hansberry is using the dialogue to move the story along by showing that Walter and Benetha fight a lot. I think she wants us to know that they will continue to fight. The reader should include at least one of the reasons that an author uses dialogue. The reader should also explain why that is important to the plot or character interactions. The reader should include other information from the text to support their ideas. The reader should also talk about how this/these lines move the dialogue along. This is not a meets or even an approaches response because it doesn t use any of the information from the text. In addition, it does not talk about why this dialogue is important to the plot and how it moves it along. It also doesn t really even address the given dialogue other than to indicate a fight. Close Reading Follow-up Lesson #2 10

12 Question #3 Standard(s) covered: Exceeds Formative text-dependent question 3 Motivation has been defined as; a desire to do; an interest or drive. After reading the excerpt provided, choose one of the characters and explain what you believe motivates them? Why? (Characters are: Travis, Ruth, Beneatha and Walter) CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Response Guide Example student response Indicators The reader should choose a character that they believe is motivated. The reader should explain why they believe this character is motivated by using pieces of the definition in their answer. (i.e. desire to do it and the drive based upon her will to do it without any support) I chose Beneatha because I believe she has the most motivation out of The reader should support their opinion with an example from the anyone in this excerpt. She wants to become a doctor and as one she text. Beneatha stands up to Walter and shows him he isn t her wants to prove a point that women can do what men can do. This, in and of boss. itself, shows motivation. If she wasn t motivated something so difficult would The reader should use other references to support their ideas. not even enter her realm of possibilities. Woman in the 1950 s did not have (i.e. historical reference about the time period; Women in the these ideas, and if they did they surely didn t talk about them. Her simple 1950s don t ). action of saying it out loud shows that she has the desire to do it and her will The reader should make inferences about what this means to to do it without the money from Mama shows her drive. She is basically Beneatha and what all of her actions really insinuate. motivating herself to work hard and prove that she doesn t need anyone s The reader should state why they believe these actions fit their help to reach her dreams and that women can do anything men can do. She reasoning. is independent and strong, which is shown when she stands up to Walter and tells him that after three years he finally got it said and what do you want from me, Brother that I quit school or just drop dead, which? All in all, the previous supporting information shows that Beneatha is motivated by her own dreams, strength, and the fact that she wants to make a difference for woman and her family. This is an exceeds response because it speaks in depth about the character and the way in which they are motivated. It not only chooses a specific character, but also makes reference to the definition of motivation, the text, the historical perspective, and then makes inferences about what these things actually mean. 11

13 Meets Example student response I believe that what motivates Walter is Travis because even when he was talking about Beneatha changing her career choice, he brought up his son and showed how he was contributing to the family by wearing the same pair of shoes for over two semesters. When the son asked to work at the grocery store, Walter made sure that he didn t, and instead gave him a dollar. This was double the amount that he was looking for to show his son that there was no need for him to go to work to earn money at such a young age. The only reason that Walter is fretting about the check is mostly for his son, to make sure he lives a decent life better that the one he is in now. Indicators The reader should choose a character that they believe is motivated. The reader should support their opinion with an example from the text. (i.e. Walter gives his son money instead of letting him work.) The reader should make inferences about what this means to Walter and what all of his actions really insinuate. The reader should state why they believe these actions fit their reasoning. This is a meets answer because it shows that the reader chooses a specific character, shows that they understand what the idea of character motivation means, supports this idea with examples from the text, and then makes inferences about what these things actually mean. 12

14 Approaches Example student response Indicators Intervention The reader should choose a character that they believe is motivated. The reader should support their opinion with an example from the text. (i.e. Walter gives his son money instead of letting him work.) The reader should make inferences about what this means to Walter and what all of his actions really insinuate. Walter becomes motivated by the life insurance money of his father for his purposes because every time Beneatha talks about going to medical school he doesn t like it because going to medical school costs lots of money. Also in the beginning you could see how much Walter cared if he actually had the money or not because he gave Travis 50 cents and an additional 50 cents, so he gets motivated by the feeling of what the could do with the money. This is an approaches answer because it shows that the reader can choose a specific character, shows that they understand what the idea of character motivation means, and supports this idea with examples from the text, but makes few to no inferences about what these things actually mean and why they are important. Close Reading Follow-up Lesson #3 13

15 Intervention Example student response Indicators The reader should choose a character that they believe is motivated. The reader should support their opinion with an example from the text. (i.e. Walter wants to buy a liquor store.) Struggles I believe Walter is motivated by money. He wants to buy a liquor store and no one agrees with him. This is a struggling answer because, although the reader can choose a motivated character and give a partial example of support from the text, it does not show any reference to the definition of motivation, doesn t make inferences as to what this means, and doesn t use more than just the text to support their answer. Close Reading Follow-up Lesson #3 14

16 Question #4 Formative text-dependent question 4 In the excerpt provided, is there any evidence that shows a character s motivation may change as the play goes on? Who? Why? Use examples from the excerpt to provide support for your beliefs. Standard(s) covered: Exceeds CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Response Guide Example student response Indicators The reader should choose a character that they believe could change their motivation as the play goes on. The reader should find textual evidence that will support their I think that Beneatha s motivation may change because her family is not really supporting her decision to become a doctor. Because of this, I believe she may decide it would be easier to become a nurse instead. Back then a girl, especially a black girl, was not supposed to be a doctor. It was unheard of and no female ever even thought about it being a possibility for their lives. Beneatha is taking the impossible path by pursuing something that isn t even tested yet. In fact, when Walter made the comment, if you re so crazy about messing around with sick people why don t you become a nurse like other women or just get married and be quiet, Beneatha fought with him and let him know exactly how she felt about his statement by saying, Well you finally got it said, it took you three years. But, it was obvious that it hurt her that her brother didn t support her. So, I think she might change her mind. opinion of who will change. The reader should select evaluate/explain how the evidence shows that the character may change. The reader should make inferences as to what the character might be feeling and how this might show that they may make a different decision later in the text. This is an exceeds response because the reader chooses a specific character, explains why they believe the character s motivation might change, finds evidence that supports their explanation, and then explains their evidence. In this case, the reader identifies Beneatha as the character that will change and then explains how they think she will change. They include several examples from a historical perspective and from the play excerpt. They explain Beneatha s reaction to these examples and then they infer why these things might affect her character and make her change. 15

17 Example student response Indicators Meets I think that Beneatha s motivation may change. She is motivated to go to school and become a doctor. Walter, on the other hand, doesn t want her to become a doctor and is explaining to her the amount of money it will cost and different options for a career that she can consider. This can persuade Beneatha to change her motivation and take a different career path. The reader should choose a character that they believe could change their motivation as the play goes on. The reader should find textual evidence that will support their opinion of who will change. The reader should select evaluate/explain how the evidence shows that the character may change. This is a meets response because the reader chooses a specific character, finds evidence that supports their choice, and then attempts to explain their evidence. In this case, the reader identifies Beneatha as the character that will change and then explains what her current motivation is. They then explain how another character s ideas about what she is doing will most likely make her change. 16

18 Approaches Yes, I think that there is evidence that shows a character s motivation might change. It is possible that Beneatha might quit medical school because of Walter. Another possibility is for Walter to change. Because if Beneatha drops out then he would not be able to bug her and would have to do something new. The reader should choose a character that they believe could change their motivation as the play goes on. The reader should find textual evidence that will support their opinion of who will change. This is an approaches response because the reader chooses two specific characters, but finds very little evidence to support their ideas. Intervention Close Reading Follow-up Lesson #4 Struggles Walter will change because he really loves his sister and will eventually realize that doctors make a lot of money. The reader should choose a character that they believe could change their motivation as the play goes on. This is a struggles response because the reader does no more that identify who will change and attempt to give their opinion why. There is however, no evidence to support these ideas. 17

19 Formative text-dependent question 5 Question #5 Theme is the combination of plot, character interaction and symbolism that describes what the author is trying to say about life. For example, a theme is not a subject, i.e. love is not a theme. However, we must love each other or perish is definitely a theme. A subject is a one-word topic. A theme tells us what to think about that topic. With that being said, after reading the attached excerpt from A Raisin in the Sun, what theme(s) do you believe Ms. Hansberry is relaying to the reader? Use examples from the excerpt to explain your answer. Standard(s) CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as covered: inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Response Guide Example student response Indicators The reader should be able to identify a topic that could be attached to a theme. A theme I feel the author is trying to get across is to keep your head on The reader should be able to find evidence from the text that straight; even in tough situations. This immediately came to mind because of relates to that topic. Walter s overwhelming fear of not being able to take care of his family. The reader should be able to evaluate the author s purpose in Because Walter and his family are having a hard time with money, the using this topic. (i.e. Tell us what to think about it.) insurance check that Mama is getting is a real temptation. This is an absolutely normal response and should be the response of any good father The reader should make be able to make inferences about the but, fear and stress push people to do things that they normally wouldn t do. topic and explain what those inferences might tell us about the Which is why when Walter talks about wanting the check from Mama it just story/play. doesn t feel right. Examples from the text include, the fight between Walter and Beneatha about the money. (i.e. Who the hell told you to be a doctor? If This is an exceeds response because the reader identifies a you so crazy about messin round with sick people then go be a nurse like topic, finds textual evidence to support that topic, evaluates the other women or just get married and be quiet Walter, give up: leave me author s purpose in using this topic, and then infers what the alone, it s Mama s money! ) This example shows how when Walter tries to author is trying to say about the topic and how it is evaluated bring up this important topic to his sister, his stress causes him to say throughout the play/story. In this case, the reader identifies the something that was extremely hurtful, and wasn t usual for him to say. Due to theme of Keep your head on straight even in difficult situations. the fact that he probably can t continue to provide for his family the way he They then find text to support that idea and talk about how that usually has. Knowing that if he gets Mama s money there is a chance for him evidence causes the character s actions to change; within to be successful and be the man that he wants to be. themselves and toward other characters. The theme, in this case, is integrally attached to the character development and the reader recognizes that. Exceeds 18

20 Example student response Indicators The reader should be able to identify a topic that could be attached to a theme. The reader should be able to find evidence from the text that relates to that topic. The reader should be able to evaluate the author s purpose in using this topic. (i.e. Tell us what to think about it.) Meets One theme I think Ms. Hansberry is relaying to the reader is that Greed is Ugly. I think she is trying to relay this theme because in the play Walter wants the money from his mom and he doesn t want Beneatha to have it because he has been providing for her. Because Beneatha goes to school and doesn t work, Walter believes he deserves the money. This causes them to have a nasty fight which in turn causes a big conflict. That is why Greed is Ugly. This is a meets response because the reader identifies a topic, finds textual evidence to support that topic, and evaluates the author s purpose in using this topic. In this case, the reader identifies the theme of Greed is Ugly They then find text to support that idea and talk about how that evidence causes conflict within the plot and the characters. The theme, in this case, is integrally attached to the storyline and character development and the reader recognizes that. 19

21 Example student response Indicators Intervention The reader should be able to identify a topic that could be attached to a theme. The reader should be able to find evidence from the text that relates to that topic. Approaches The theme, I believe that Ms. Hansberry is trying to relay to the reader is that, We must struggle to achieve greatness. I believe this is the theme because the family is in a tough situation. They don t have money and Walter wants the check. He wants to support the family. Beneatha says the check is Mamas and she wants to go to medical school. With these examples, Ms. Hansberry is saying, if we work our butts off and try our hardest then we shall be awarded with this greatness. This is an approaches response because the reader identifies a topic, and attempts to find textual evidence to support that topic. In this case, the reader identifies the theme of, We must struggle to achieve greatness. They then attempt to find evidence to support that idea, however, the evidence does not exactly fit their premise. This needs better examples and explanation of those examples to gain a meets score. Close Reading Follow-up Lesson #5 20

22 Example student response Indicators Intervention The reader should be able to identify a topic that could be attached to a theme. The reader should be able to find evidence from the text that relates to that topic. Close Reading Follow-up Lesson #5 Struggles I think Ms. Hansberry is trying to show a theme of Money is Evil. She shows this because Walter and Beneatha and Ruth and Walter fight about it all of the time. This is a struggles response because the reader identifies a topic, but does not find textual evidence to support that topic. This example needs some explanation of the Why this fits and what it means to gain a meets score. 21

23 Close Reading Follow-Up A Raisin in the Sun, Selection from Act One Scene One Text Title: A Raisin in the Sun by Lorraine Hansberry Delaware Dream Team teacher: Gradelevel: 8 th grade Coach: Pamela Andreavich Alysia Lutz Standards covered: CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Tier Two Words (General academic vocabulary) Words that are far more likely to appear in written texts than in speech. [They] often represent subtle or precise ways to say relatively simple things saunter instead of walk, for example. (CCSS ELA Appendix A) gesture clinically defiance actin holy permeated mad inflection prophets vengeance Vocabulary Tier Three Words (Domain-specific words) [Tier Three words] are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. (CCSS ELA Appendix A) N/A 22

24 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge Lesson 1 Read the excerpt from Act One, Scene One of A Raisin in the Sun. What does Ms. Hansberry want the reader to understand when Beneatha says to Walter, Well you finally got it said... It took you three years but you finally got it said.? In the above passage it states, Well you finally got it said It took you three years but you finally got it said. The excerpt stated above means that after three years of trying to tell Beneatha that a doctor isn t the right job for her, Walter finally did so. Ms. Hansberry wants the reader to see that Walter doesn t agree with Beneatha s decision and hasn t said anything even though this has the way he has always felt and Beneatha knew that. He believes that a nurse would be a better fit for her and the family because he doesn t know how his family can afford medical school and that they really shouldn t have to. CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Students will be able to determine the author s intent by analyzing multiple meanings of the dialogue. (i.e. literal and non-literal) Students must be able to make inferences regarding: Author s point of view Character Relationship Character Motivation Dialogue and Actions 23

25 Steps 1. Identify the literal and non-literal meaning of a character s statement. 2. Analyze the nonliteral meaning of the statement and discuss what could be inferred. Close Reading Follow-Up Plan Model Thinking Discuss the difference between literal and non-literal. Literal is the direct meaning of the statement. (i.e. It took Walter three years to say what he wanted to say) Literal is the right there meaning. Non-literal is using figurative or metaphorical speech/meaning to establish a different meaning from what is literally meant. Non-literal meaning is found by finding other specific dialogue or phrases that attach to this text so that a better understanding can be obtained. For example: o The student can t possibly know what s meant until they know what Walter finally got said. o When the student finds that Walter said, Who the hell told you you had to be a doctor? If you so crazy 'bout messing 'round with sick people then go be a nurse like other women or just get married and be quiet... they need to again evaluate literal and non-literal meaning. Literally, this statement means that Benetha should go be a nurse non-literally it could mean many things based upon the analysis of the non-literal meanings. Explain that inference is the act of reasoning from factual knowledge or evidence. So, in order to evaluate non-literal meaning they have to gather the facts about the statement or the specific lines of dialogue in the conversation that support the main statement. They then have to evaluate the character s interactions, relationship, and tone. Define tone as a review. The statement: Well you finally got it said... It took you three years but you finally got it said. was supported by what facts or lines of dialogue? o The statement specifically addressed the following quote from Walter, Who the hell told you you had to be a doctor? If you so crazy 'bout messing 'round with sick people then go be a nurse like other women or just get married and be quiet... o Beneatha asked Walter; What do you want from me, Brother that I quit school or just drop dead, which! o Walter s response is: I don't want nothing but for you to stop acting holy 'round here. Me and Ruth done made some sacrifices for you why can't you do something for the family? Students should recognize what tone from the character s dialogue? Argumentative, jealousy, anger, frustration etc. Ask what words or phrases represent these ideas? (see highlighted words) 24

26 3. Evaluate the meanings and the inferences and how they relate to what the author wants the reader to understand 4. Higher Level Review this understanding and relate it to character, theme, or conflict and what the author is leading us to believe regarding these ideas. Have student s evaluate the feelings caused or brought about by the chosen words and phrases. Attach characters to the feelings. Once tones are established talk about how people feel about each other when they are arguing, jealous, angry, and frustrated, etc. How do the characters feel about each other? How do those feelings affect their relationship? Define Author s Point of View What does the author want us to understand? If Walter believes: o Beneatha is arrogant o The family sacrifices for her o She doesn t need to be a doctor o She doesn t know her place If Benetha believes: o Walter hates her o Walter doesn t believe in her o Walter doesn t want her to succeed o Walter is jealous o Based on the above beliefs, the author wants us to understand there has been conflict for at least three years. Walter believes Beneatha is selfish and arrogant and the family supports her success. Beneatha believes Walter is jealous of her and doesn t support her ideas. Characters are motivated by their wants not needs. Via the above types of questioning processes, students at a higher level should be able to recognize that Walter s thoughts about Beneatha are hinged to his feelings of self-failure. Beneatha gets her dreams, but he doesn t. That makes him jealous. Conflicts connect to character self-doubts, etc. 25

27 Lesson 2 Formative textdependent question As we know, authors use dialogue in a variety of different ways. Some examples of these are: to add a sense of reality, to make reading easier, to reveal characters, to reveal secrets, to reveal relationships, to show backstory, and to deepen conflict. How is Ms. Hansberry using the dialogue in the previous question to move the story along? Using examples from the excerpt, to support your ideas. Answer (Meets) Ms. Hansberry is using the following dialogue to move the story along by making the reader want to read more in depth and think beyond the obvious of what the dialogue seems to be telling us. When Beneatha said to Walter, Well you finally got it said It took you three years, but you finally got it said it makes the reader want to know why it took him three years to say it and what is the background relationship between the characters that makes this important. Another piece of dialogue that connects to the first dialogue is I just wondered if you made up your mind and everything. This line triggered something in my mind that something big was about to happen and that Beneatha making up her mind had to do with what Walter finally said. CCSS CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Objective Foundational knowledge Students will be able to determine how an author moves the plot along by analyzing dialogue. Students need to know some of the reasons authors use dialogue. Students need to be able to evaluate choices. 26

28 Close Reading Follow-Up Plan Steps 1. Identify the ways an author can use dialogue. Model Thinking Brainstorm how authors use dialogue, Some examples are listed below: o To add a sense of reality o To make reading easier o To reveal characters o To reveal secrets o To reveal relationships o To show backstory o To deepen conflict 2. Analyze how to evaluate an author s use of dialogue and find examples to support those choices. Define the idea of Narrative (A story or account of events, experiences, or the like, whether true or fictitious.) Define Naturalistic dialogue (The way people actually talk) Examine how dialogue is mixed with narrative Determine if dialogue is naturalistic Judge character mood and tone through use of dialogue (include silence) Examine how dialogue is structured (long speeches in sequence; short, quick exchanges; Dialogue is structured as short overlapping speeches) Experiment with different delivery styles for speeches and assess any changes in meaning or effect Match the ideas above with the identifications made in step #1. 27

29 3. Evaluate the choices the author makes and how those choices propel the story/play along. Students should choose important pieces of dialogue and evaluate them using the analysis ideas in step #2. After evaluating using the information received in the first bullet, examine how the author wants the reader to understand these ideas? How do the choices move the story along? When Beneatha said to Walter, Well you finally got it said It took you three years, but you finally got it said it can be evaluated by the answers to the questions in step #2. o Statement comes from a play o Dialogue is absolutely naturalistic o Mood is anger, frustration, jealousy, etc. o Tone is sarcastic o Dialogue ranges from quick, short and sarcastic to short speeches o Dialogue is particular to time period and setting Evaluate answers and choose uses from step #1 o Looking at these answers Any of the highlighted uses in step #1 are most likely possible. o Have students find specific dialogue that supports each answer. o How do those choices move the story along? (i.e. What does the reader know now that they didn t? Does that knowledge create conflict? Reveal theme? Reveal character motivation?) 4. Higher Level Review these understandings and relate them to character, theme, or conflict and what the author is leading us to believe regarding these ideas. Via the above types of questioning processes, students at a higher level should be able to recognize that Walter s thoughts about Beneatha are hinged to his feelings of self-failure. Beneatha gets her dreams, but he doesn t. That makes him jealous. Conflicts connect to character self-doubts, etc. Students should recognize: o o o o Almost all of the dialogue uses are possible. Uses will vary depending upon their place in the story/play Different uses often represent different ideas. Understandings are based on significant inference and evaluation 28

30 Formative textdependent question Answer (Meets) CCSS Objective Foundational knowledge Lesson 3 Motivation has been defined as; a desire to do; an interest or drive. After reading the excerpt provided, choose one of the characters and explain what you believe motivates them? Why? (Characters are: Travis, Ruth, Beneatha and Walter) I believe that what motivates Walter is Travis because even when he was talking about Beneatha changing her career choice, he brought up his son and showed how he was contributing to the family by wearing the same pair of shoes for over two semesters. When the son asked to work at the grocery store, Walter made sure that he didn t, and instead gave him a dollar. This was double the amount that he was looking for to show his son that there was no need for him to go to work to earn money at such a young age. The only reason that Walter is fretting about the check is mostly for his son, to make sure he lives a decent life better that the one he is in now. CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Students will be able to identify character motivation by analyzing a character s words and actions. Students need to know the definition of character motivation. Students need to be able to evaluate dialogue and character interactions to make choices regarding character motivation. Steps 1. Identify the ways an author can use character motivation Close Reading Follow-Up Plan Model Thinking Define character motivation Pull out words/verbs from the definition to obtain understanding of the idea. Evaluate the actions that the characters take that explain these verbs. Brainstorm how an author might use character motivation: o To stimulate theme o To establish point of view o To enhance flow and plot development o To establish conflict or character understandings and relationships 29

31 2. Analyze how to evaluate an author s use of character motivation and find examples to support those choices. 3. Evaluate the choices the author makes regarding character motivation and how those choices propel the story/play along. 4. Higher Level Review character motivation and relate it to character, theme, or conflict and what the author is leading us to believe regarding these ideas. Evaluate the actions that the characters take that explain these verbs. Evaluate the dialogue that the author wrote that explain these verbs. Take the character s actions and dialogue and evaluate what they might be thinking, feeling, or seeing in their environment. Evaluate how the interactions between the character s, their environment, and their feelings create how they might be motivated or how they might show their wants, needs, and desires. Evaluate the connections between the characters and the motivation; is it: o Attached to theme o Attached to conflict o Attached to character relationships o Attached to setting o Attached to plot See step number three above and then: o Choose the path that the character s motivation takes (i.e. theme, conflict, character relationships, setting, plot, etc.) o Evaluate the paths chosen by identifying dialogue, figurative language, word choice, or imagery that support the reader s choices. o Evaluate the pieces identified by attaching them to the audience the author is trying to reach. 30

32 Formative textdependent question Answer (Meets) CCSS Lesson 4 In the excerpt provided, is there any evidence that shows a character s motivation may change as the play goes on? Who? Why? Use examples from the excerpt to provide support for your beliefs I think that Beneatha s motivation may change. She is motivated to go to school and become a doctor. Walter, on the other hand, doesn t want her to become a doctor and is explaining to her the amount of money it will cost and different options for a career that she can consider. This can persuade Beneatha to change her motivation and take a different career path. CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Objective Foundational knowledge Students will determine change in character motivation by tracking character behavior and emotional /vivid dialogue. Students need to know the definition of character motivation. Students need to be able to evaluate a character and identify their personality and motivation. Steps 1. Identify the ways an author can use character motivation. Close Reading Follow-Up Plan Model Thinking Define character motivation Pull out words/verbs from the definition to obtain understanding of the idea. Evaluate the actions that the characters take that explain these verbs. Brainstorm how an author might use character motivation: o To stimulate theme o To establish point of view o To enhance flow and plot development To establish conflict or character understandings and relationships. 31