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Reading Level of a Raisin in the Sun

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I dearest teaching Lorraine Hansberry's A Raisin in the Sun . This is usually the get-go text that I teach with a new class as I want the first literature unit to exist a success that the course tin can build on. The student interest is high (the drama of the Younger family unit engages students thoroughly) but the class level (text complication) is low.

Earlier instruction A Raisin in the Lord's day…

Think about grade level.

The A Raisin in the Dominicus class level is ninth class and upwardly.  (I have used the play for an advanced group of 8th graders.) Even though the reading class level for A Raisin in the Sun is depression, the issues, themes, and context are more than advisable for Loftier Schoolhouse.

    • ATOS Volume Level: 5.v
    • Interest Level (AR): Upper Grades 9-12
    • Lexile Level: NP (not-prose)
    • Leveled Reading: Z (Grade 7-8)

Prepare to accost sensitive fabric.

While the linguistic communication is non complicated, in that location are some sensitive issues to navigate:

    • Abortion
    • Racism and internalized racism
    • Assimilation
    • Sexism
    • Alcohol corruption
    • Religious arguments (disbelief)
    • Words: the due north-give-and-take, "negro," "colored," "fa**oty," "chick," "ass," "damn," and "hell"

This is not kids' stuff. Call up near how y'all volition handle these topics. Warn the students nearly this content, and explicate your expectations.  Remind them that you are trusting them to address these topics with sensitivity and maturity.

Sensitive topics in A Raisin in the Sun

Plan your reading and lesson schedules .

You must decide what works for you lot, only this is the A Raisin in the Sun reading schedule that works for me in my electric current teaching assignment:

    • Week i Act I, scene ane
    • Calendar week 2 Human action I, scene 2 – Act II, scene i
    • Week three Act Ii, scene ii – Act Ii, scene 3
    • Week 4 Deed III

Note: I know this reading schedule is lax, but with this text I want to build habits that will prepare students for more rigorous reading schedules.

I expect my secondary students to read the text independently on a weekly basis. I hold them accountable for the reading with cursory reading quizzes that count as homework grades . They need to start budgeted class-level texts without having information technology spoon fed to them. They take a total calendar week to read the assignment in a way that works for them and receive boosted support.

Explore the concept of "The American Dream."

Ask students what "The American Dream" means. What are the connotations of this term? Does it mean different things to dissimilar people? Has the meaning changed? Does it mean something to them personally?

Explore the different conceptions of "The American Dream" equally a class. You lot may desire the entire grade to read the same articles or you lot may want to "jigsaw" the exploration past assigning different students (or groups) unlike texts to nowadays.

    • "How Rural Students Define the American Dream" past Magdalena Slapik
    • "What the human being behind the 'American Dream' actually meant" by Ted Widmer
    • "I Have a Dream…" spoken communication by Martin Luther King Jr.
    • "Is There an American Dream for Blackness Children?" by Sean McElwee
    • "African-American History Timeline: 1950 to 1959" by Femi Lewis
    • "Donald Trump Claims 'The American Dream is Dorsum,'" past Natalie Waters

Another lesson that I bask instruction is a comparison of poem that inspired Hanberry's title, "Harlem" by Langston Hughes , and the "I Take a Dream…" speech by Martin Luther King Jr. This lesson lends itself to performance, and I encourage the students to organize choral readings of both texts earlier starting our analysis.

Teaching A Raisin in the Sun Langston Hughes

Video connections for "The American Dream"

Videos are a corking way to spark discussion on "The American Dream."  Information technology becomes articulate that term means different things to different people.  The meaning can focus on individual expression, personal freedoms, opportunity, or prosperity.

    • Where Does the American Dream Alive" video (14:45) from Retro Study : This is an engaging video focusing on race and opportunity. Clear connections to the play (1950s Chicago). Content Advisory: "black bastards" (1:45)
    • "Park Avenue: Money, Ability & the American Dream" preview video (0:36) from Independent Lens : Short promo asserting that "The American Dream" has been hijacked.
    • "Is the American Dream Notwithstanding Alive" video (seven:29) from CBS Sunday Morning time : Economic bespeak of view focusing on the struggling middle grade.
    • "The American Dream in 2016" video (4:4 1) from the New Yorker : People utilize an fine art showroom to reflect on their views of "The American Dream."
    • "American Dream" MKTO music video (iii:46) from Disney : Focusing on personal expression as the new dream.

Teaching A Raisin in the Sun: Historical Context

A Raisin in the Sun and Civil Rights Movement

Make sure that students understand the context of the play within the Civil Rights Motion and why the the original product was ahead of its time . By the belatedly Fifties, when Hansberry wrote the play, what had African Americans gained and what did they seek? By this point in the Civil Rights era, what problems were in the forefront of the minds of African Americans?

The Younger parents (Mama and Big Walter) moved to Chicago as role of The Great Migration. How was the Civil Right era different for families like the Youngers and African Americans in the Southward?  How were the issues of the 24-hour interval unlike for Walter, Mama, Beneatha, and the other characters respectively?

There is a first-class documentary that I like to use when studying the Civil Rights Era in the S that is always a big hit with the students: The Children's March (40 minutes). I rarely run across students so interested in a documentary.

Plan to support resistant and struggling readers.

My students have an entire week to read so that they can receive any needed support. In society to identify students who may demand additional support, yous must accept reliable information. You may need to use a reading diagnostic tool if the data you accept is questionable or out-of-date. I typically requite seven or eight identified students scene summaries (discretely) from the start.

Helping students to read independently

Reading every word together as a class may be possible with a play or novella, but is it desirable? We want to scaffold independent reading so that the scaffolding tin be minimized as the student progresses.  Additionally, students should be familiar with the text so that form time may be spent on thoughtful assay, collaboration, or, in this case, operation (i.e. dramatic reading).

  • Chapter summaries: These tin can be printed from Sparknotes, Shmoop, and the like. I feel that it is not quack equally long equally the students even so reads the bodily text (before or after reading the summary).
  • Back up services: Give your special instruction colleagues the volume, schedule, etc. Parents tin can besides provide support since the readings are on a weekly footing to adjust busy schedules.
  • Video: Employ sparingly every bit y'all only desire to orient their imaginations.  Again, it is non dishonest as long as the students are still reading.
  • Audio books: Many websites will read a text aloud, only remind students that they should however follow along and and then re-read on their own.
  • Reading groups: You may want to organize a weekly reading group or encourage students to do then. If the discussions are lively, they may even savour it.
  • Modified assessments:  Students with an IEP may benefit from modified quizzes, a different venue or alternative scoring (e.g. 7 or ameliorate is %100). Sometimes it is as easy every bit crossing off some of the toughest distracters.

Preview the final task for the A Raisin in the Sun unit.

Let the students know where this study is headed. Past letting them know what they volition be expected to demonstrate, you both alleviate anxiety and encourage reading with a purpose. Is in that location anything they could do as they read to make things easier after?

For example, if they will be writing the symbol and theme essay, students might pick a symbolic element now and "crook" by taking notes as they read. Yous may even want to give a simple, two-column nautical chart to track key citations and their initial analysis. I similar this method because information technology increases appointment and yields better student products.

Symbolic / thematic elements in A Raisin in the Sun :

    • Light
    • Plants
    • Food
    • The check
    • Beneatha's pilus
    • Mrs. Johnson
    • Mr. Lindner
    • Joseph Asagai
    • George Murchison
    • Music (Nigerian, Jazz / dejection, and hymns representing the characters).
    • Clybourne Park

RELATED Mail service: A Raisin in the Lord's day Projects

A Raisin in the Sun Project FEATURED

While reading a A Raisin in the Sun…

Teach A Raisin in the Sun as you would a novel.

A Raisin in the Sunday is a masterpiece and offers and then much to digest that simply viewing a performance or reading information technology as a class is not going to cut it. Course time is non when students read the text for the first time; class time is for thoughtful assay, collaboration, and functioning.

Analyze give-and-take choice so that students empathize how Hansberry creates mood and sense of time and identify.

Explain how Hansberry selects every word and phrase with care. Her word choices enable her to ready the phase as she imagines. Review word connotations (feelings / associations), figurative language, allusions, mood, and tone as needed.  Have the students requite analysis on key excerpts.

Case:

"That was a long time ago. Now the in one case loved pattern of the burrow upholstery has to fight to prove itself from under acres of crocheted doilies and burrow covers which take themselves finally come to be more important than the upholstery." (23)

The apartment and furnishings are described as weary, tired, undistinguished, worn, etc. The apartment is given human traits (personification) and fights to show how run-downward it is. The dreams and optimism signified by the furnishings initially have faded, the mood is of low energy and discouragement.

Include other texts to get students thinking about symbolism .

When teaching A Raisin in the Dominicus , I have students review symbolism by reading a short story like "The Grandfather" by Gary Soto .  I like this story because, despite its brevity, the symbol of the avocado tree has many facets (just as the bank check in A Raisin in the Lord's day represents money but also expiry, deferred dreams, and waiting for change). Information technology also keeps with the institute/family motif. I desire them practise the type of symbol analysis that they volition utilize to A Raisin in the Dominicus .

Include lessons that focus on characterization in A Raisin in the Sun.

Each line and activity in A Raisin in the Lord's day  characterizes the members of the Younger family unit and illustrates their experience.  Hansberry allows each of the main characters to build the case for their point of view on life.

Main characters lesson idea:

Get students to think about their own values. What about life is of import to them? Try to redirect material values into abstruse values (e.thou. a smartphone might really be about valuing social connectedness). Explain that they will exist using evidence from the play so far in social club to draw conclusions about the characters' points of view and values.

Each student or grouping is to analyze 1 character: Beneatha, Mama, Walter, Ruth, Joseph, or George. They must create a three-column nautical chart to share with the class. Remind them to include the grapheme's values in the analysis. Students could piece of work in modest groups to create a larger chart to share.

A Raisin in the Sun and characterization

Key values to hash out in teaching A Raisin in the Lord's day : Dignity, familial dear, religion, romantic love, raising children, helping others, money, respect, sense of self, heritage, enlightenment, etc.

Have students clarify Beneatha's search for identity.

    • What is the importance of this thematic element?
    • What is behind her compulsion to endeavor so many forms of expression?
    • How is her view on identity dissimilar from the rest of her family?
    • How practice other characters react to her interest in African heritage?
    • What views on assimilation are discussed, and can we decipher Hansberry's views on assimilation?

Explore minor characters in A Raisin in the Lord's day as symbols.

Minor characters in the play human action as symbols. Mrs. Johnson'due south main office, for example, is to correspond internalized racism.  Mrs. Johnson accepts the oppression of African Americans and expects the Youngers to do the same.  She resents the Youngers' ambitions as an indictment of her own acquiescence.

Have the students cull a minor graphic symbol and analyze their symbolic importance:

    • Mrs. Johnson
    • George Murchison
    • Mr. Lindner
    • Willie Harris (in absentia)
    • Joseph Asagai

Related post:A Raisin in the Sun Discussion Questions

Put Mrs. Johnson in the spotlight.

teaching a raisin in the sun minor characters

Mrs. Johnson, despite her thematic importance, does not make it into many productions. I feel she is an essential inclusion.

Of Mrs. Johnson Robert Nemiroff writes,

"….(Mrs. Johnson's scene) is included here in any instance, considering it speaks to fundamental issues of the play, makes obviously the reality that waits the Youngers at the drape, and, above all, makes articulate what, in the eyes of the author, Lena Younger – in her typicality inside the black experience – does and does non correspond."

Mrs. Johnson serves equally a foil to Mama.  Although their stations in life are similar, Mama will never accept second-course citizenry.  Mrs. Johnson  represents credence of the status quo and even internalized racism that must be overcome.

I like to have students compare the poem "Booker T. and Westward.Eastward.B" by Dudley Randall and Deed Ii, scene 2 (Mrs. Johnson'due south scene) of the play regarding the themes and creative choices. What are the two positions taken on how African Americans should advance? How do Dudley Randall and Hansberry approach the debate differently?

Dramatic readings as role of teaching A Raisin in the Sun tin be both engaging and idea-provoking. Be advised, everyone wants to be Walter. Assign roles and inquire the students to perform them with appropriate tone and accent. (I have to keep a list of who has had roles from lesson to lesson to prevent arguments.)

Add together purpose by having the students discuss what elements need to exist emphasized by the actors and why. What is each character's motivation in the scene? This practice puts the students in the director's chair.  Chart direction notes from the students before reading the scene. Afterwards, ask students to critique the reading with effective criticism.

It is primal that students conduct dramatic readings after reading the assignment so that the operation choices and discussions are meaningful.

Use Beneatha's subplot to analyze construction.

Take students analyze the structure of the play by connecting Beneatha'southward subplot to the larger plot. How does her romantic choice fit within the drama? What role does information technology serve? How exercise the two plots relate to one another?

Subsequently teaching A Raisin in the Sun…

Have students demonstrate mastery with symbolism presentations.

Afterward completing the drama, have the students give presentations on the thematic importance of Hansberry's symbols. Students should cite textual evidence and give thorough analysis of how the symbol helps develop a theme. Students should include explanations of how the symbol and theme connect to other literary elements.

Teaching Symbolism with A Raisin in the Sun

Have students extend their learning through creativity, research, statement.

Here are four of the extension chore ideas from my A Raisin in the Sunday unit:

Inquiry projects: Develop focus questions based on your study of A Raisin in the Sun . Behave a research project demonstrating your ability to use search terms, apply varied sources, synthesize findings, consider credibility / accuracy, quote, paraphrase, cite, and avoid plagiarism.

    • Neighborhood integration and A Raisin in the Sun
    • Lorraine Hansberry'southward life and A Raisin in the Sunday
    • The Civil Rights Movement and A Raisin in the Sun
    • The Women's Movement and A Raisin in the Sun

Presentation of Noesis and Ideas: In a cooperative group, stage one scene from the play. Adapt your voice communication appropriately for task, purpose, and audience. Afterward the performance, read a rationale statement explaining the creative choices your group made and how they emphasize elements and reveal meaning.

Creative writing:Write an original drama.  In a cooperative group, create a one-scene play focused on the thematic element of "The American Dream." Make certain that you have a articulate theme (about "The American Dream"), setting, conflict, plot, points of view, and other narrative elements.

Creative writing: Write an original narrative.  Write a brusk story based on 2 key elements: "The American Dream" and symbolism. The rest is upward to you. You can interpret "The American Dream" in any way that you desire. Brand sure to apply what you have learned about symbolism from studying A Raisin in the Sun. Your narrative must clearly demonstrate all of the fundamental narrative elements: setting, plot, conflict, graphic symbol development, and theme.

Thank you for visiting Teaching A Raisin in the Sun by Lorraine Hansberry

Teaching A Raisin in the Sun at the appropriate grade level has been a rewarding feel for me, and I remember that my students learn a great deal from the unit. They always offer insightful comments, arguments, and observations. Students who take come back to their old school to visit me recall how much the play engaged them.

The play gives students access to discussing circuitous themes. I desire my students to recognize that the Language Arts classroom is a place for exploring the circuitous, critical bug of their world. Hansberry'southward themes on racism, sexism, heritage, identity, dreams, and coin are nonetheless relevant today.

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