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A Raisin in the Sun - Complete Unit - No-Prep

Rated 4.65 out of 5, based on 12 reviews
4.7 (12 ratings)
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Grade Levels
9th - 11th
Resource Type
Standards
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  • Zip
Pages
118 pages
$37.00
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Some resources in this bundle include ready-to-use interactive activities that students can complete on any device.  Easel by TPT is free to use! Learn more.

What educators are saying

Love these! My favorite is the one pager. However, this one pager is detailed and gives the students a direction on what to write and what to find.

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    Description

    This complete no-prep teaching unit for Lorraine Hansberry's iconic play, A Raisin in the Sun includes introduction activities, reading and discussion questions, lessons, creative activities, and assessments--everything you need to teach high school ELA students this fabulous play, A Raisin in the Sun.

    A wonderful unit to for February, Black History Month!

    Printable PDF or TPT Digital Easel Activity

    A RAISIN IN THE SUN-Comprehensive Bundle of Activities and Assessments

    Drama presents incredible opportunities for students to examine and learn about plot, characterization, and symbolism. Lorraine’s Hansberry’s A Raisin in the Sun, full of universal themes, challenges kids’ perspectives of poverty, racism, family, gender roles, and so much more.

    INTRODUCTION to the playwright and the setting:

    • author background

    • article about her family’s struggle with housing discrimination

    • annotation activity for Langston Hughes’s “Harlem”

    • activity addressing the author’s purpose for writing the play

    ALSO, for an engaging and fun introduction activity:

    The Character Compatibility Quiz introduces students to characters and themes.

    _____________________________________________________________

    COMPREHENSION AND ANALYSIS QUESTIONS divided by Act and Scene.

    • Act 1 includes 49 questions
    • Act 2, 78 questions
    • Act 3, 47 questions

    • Many questions include text from the play for student analysis, and others require students to provide illustrative text to support their answers

    • Some packets include graphic organizers

    • Questions address plot, character, symbolism, diction, and motivation

    _____________________________________________________________

    ENGAGING ACTIVITIES FOR FORMATIVE ASSESSMENT:

    The Character’s Cell Phone

    • Students choose options for apps on the character’s cell phone under these categories:

    • Entertainment (Netflix, Spotify, and YouTube)

    • Social connections (Facebook, Instagram, and match.com)

    • Shopping on Amazon

    • Legitimate news

    • Self-indulgence (selfies, bitmoji, ringtones, games)

    • Instructions guide them to discuss their choices, discuss how the characters would use the apps, and demonstrate an understanding of Hansberry’s characterization.

    • An example phone for Beneatha is included for modeling

    The One-Pager

    • Students receive a template on which they write a theme from the play and doodle or draw illustrations or symbols that depict the theme.

    • I provide spaces in which they write a quote with a citation that they’ve chosen to represent the characters.

    • Students include an illustrated depiction of the character in the block as well.

    • Another space prompts kids to write a quote that illustrates a prominent symbol in the play.

    • Then they must doodle their depiction of the symbol in the block

    _______________________________________________________________

    CREATIVE ACTIVITIES

    • A character’s journal after completion of Act 1

    • A bundled collection of 10 ten culminating activities which includes:

    • Analysis from different perspectives of Langston Hughes’s poem, “Let America be America Again”

    • A graphic organizer prompting discussion of Hansberry’s use of symbols to enhance characterization

    • And eight more choices for culminating activities such as dialogues, letters, sequels, etc.

    ________________________________________________________________

    Movie Guide

    Activities to complete while viewing the 2008 version of A Raisin in the Sun.

    ________________________________________________________________

    COLLABORATIVE ACTIVITIES

    • Gender role activity

    • Race activity

    _______________________________________________________________

    FORMAL ASSESSMENTS

    • Comprehensive final test with multiple-choice, short answer (complete sentence), and paragraph questions and prompts.

    • Formal essay prompts including four prompts about symbolism, gender roles, universality, and dreams

    ______________________________________________________________

    BONUS:

    • Bookmarks

    • Poster or Packet Cover

    • Each of these resources is available for purchase individually in my store.

    • Please click on the links below to browse or to see detailed previews of the resources.

    AVAILABLE AS A PDF AND I HAVE ADDED A DIGITAL LAYER USING THE TPT EASEL ACTIVITIES TOOL.

    CLICK HERE FOR A BETTER UNDERSTANDING OF TPT'S DIGITAL ACTIVITIES TOOL FOR DISTANCE LEARNING

    Thank you! Lori O

    Explore individual resources for A Raisin in the Sun, click below:

    A RAISIN IN THE SUN RESOURCES

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    Total Pages
    118 pages
    Answer Key
    Included
    Teaching Duration
    3 Weeks
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    Standards

    to see state-specific standards (only available in the US).
    Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
    Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
    Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
    Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
    Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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