Formative Close Reading Plan

Formative close reading plan

For A Raisin in the Sun, Act One, Scene One by Lorraine Hansberry

8th grade

Standards: RL.8.1, RL.8.2, RL.8.3, RL.8.4

Created by Pamela Andreavich, 2014 Delaware Dream Team teacher

1 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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 standard details Text and author A Raisin in the Sun, Lorraine Hansberry Where to access the Text is attached below text: Grade-level: 8th grade Target Common 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 Core State inferences drawn from the text. Standards: 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Formative text-dependent question 1 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.”?

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.8.3 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

In the line, “Well you finally got it said ... It took you three years but you finally  The reader should include the idea that Walter has always felt got it said.” Ms. Hansberry wants the reader to understand that Walter has that Beneatha shouldn’t be a doctor and Beneatha knew it. never wanted Beneatha to be a doctor and in reality, Beneatha has known it.  The reader should also explain why that is important to the plot or In the excerpt, Walter was not having a good day. He was mad at Ruth, character interactions. stressed about the check arriving the next day, and now arguing with his  The reader should include other information from the text to

sister. So, Walter finally spilled the feelings that he has always had… support their ideas. 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  The reader should acknowledge the ulterior motives of Walter’s character. like other women or just get married and be quiet.” This shows that Walter Exceeds doesn’t believe in Beneatha’s choices. Another thing that the author wanted  The reader should recognize the conflict between the characters. the reader to realize/understand was that Walter wanted Mama’s insurance  This is an exceeds response because it not only answers the check for himself and his liquor store and with the cost of medical school question, but it also speaks to the effect that the dialogue has on being high and his mother so close to his sister, he was worried that the the characters’ relationships and/or the conflicts that exist in the money would go to Beneatha and her education instead of him. The dialogue plot. It also uses inference to evaluate the motives of a character shows how deep the conflict is between Walter and Beneatha and how and how these motives affect the character’s decisions. Walter is jealous of his sister.

3 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Example student response Indicators

Example student response

 The reader should include the idea that Walter has always felt In the above passage it states, “Well you finally got it said…It took you three that Beneatha shouldn’t be a doctor and Beneatha knew it. years but you finally got it said.” The excerpt stated above means that after  The reader should also explain why that is important to the plot three years of trying to tell Beneatha that a doctor isn’t the right job for her, or character interactions.

Walter finally did so. Ms. Hansberry wants the reader to see that Walter  The reader should include other information from the text to doesn’t agree with Beneatha’s decision and hasn’t said anything even though support their ideas. this has the way he has always felt and Beneatha knew that. He believes Meets 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  This is not an exceeds response because it doesn’t talk about have to. 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Example student response Indicators Intervention

 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 I think that she wanted the reader to understand that maybe Beneatha didn’t important to the plot or character interactions. want to do something that all the other women do. She wanted to do  The reader should include other information something different so she wants to be a doctor. I think that they wanted us from the text to support their ideas. to understand that it is O.K. to do something different and not something that Close Reading everyone does or something stereotypical so you would have to do it. She  This is not a meets response because, Follow-up wants us to understand that Beneatha wants to be different and not like every although the reader addresses the fact that Lesson #1 other woman because they were usually nurses or stayed at home and she Approaches Beneatha needs to be different and believes didn’t want to do that. 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.

5 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Example student response Indicators Intervention

 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.

I think that when Beneatha says “well you finally got it said…it took you three  The reader should include other information Close Reading years but you finally got it said” what Ms. Hansberry wants the reader to from the text to support their ideas. Follow-up understand is even if it takes a person a long time to figure something out Lesson #1 about a person it becomes important to know what that person thinks. Struggles  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.

6 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Formative text-dependent question 2 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.

saying anything while living in the same small apartment. Knowing this the dialogue along. makes the reader recognize how difficult it must have been to hold something  The reader should make inferences as to how this line so important inside. For Beneatha, even though she suspected it, it must be affects the characters. difficult for her to know her brother doesn’t support or even believe she can  The reader should make inferences how the dialogue will Exceeds reach her dreams. For Walter, he is so set on using the money from the affect the future plot. 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  This is an exceeds response because it speaks in depth sexist attitude to hide his jealousy and fear of Beneatha and her dreams. I about the character’s feelings/opinions of each other and believe that this one line of dialogue will be the start of conflict between all of how those opinions/feelings are changing and will change in the other characters because the money will make people take sides. connection to other characters and plot. It also defines what the reader believes is being said and why.

7 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Example student response Indicators

 The reader should include at least one of the reasons that an Ms. Hansberry is using the following dialogue to move the story along by author uses dialogue. making the reader want to read more in depth and think beyond the obvious  The reader should also explain why that is important to the of what the dialogue seems to be telling us. When Beneatha said to Walter, plot or character interactions. “Well you finally got it said…It took you three years, but you finally got it said”  The reader should include other information from the text to it makes the reader want to know why it took him three years to say it and support their ideas.

what is the background relationship between the characters that makes this  The reader should also talk about how this/these lines move important. Another piece of dialogue that connects to the first dialogue is “I the dialogue along. just wondered if you made up your mind and everything.” This line triggered

Meets something in my mind that something big was about to happen and that  This is not an exceeds response because it doesn’t talk in Beneatha making up her mind had to do with what Walter finally said. 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Example student response Indicators Intervention

 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. In my opinion, I think that Ms. Hansberry is using the dialogue to move the  The reader should also talk about how story along by revealing the characters true thoughts and opinions. This also this/these lines move the dialogue along. Close Reading reveals their relationship and attitudes about one another. Because the Follow-up author uses these techniques the reader wants to continue reading and find  This is not a meets response because it Lesson #2 out what happens next. Walter and Beneatha obviously are in conflict. Approaches 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.

9 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Intervention

Example student response Indicators

from the text to support their ideas. In my opinion, I think that Ms. Hansberry is using the dialogue to move the  The reader should also talk about how Close Reading

story along by showing that Walter and Benetha fight a lot. I think she wants this/these lines move the dialogue along. Follow-up us to know that they will continue to fight. Lesson #2

Struggles  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.

10 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Formative text-dependent question 3 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) 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.8.3 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.

Exceeds 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  This is an exceeds response because it speaks in depth about from me, Brother that I quit school or just drop dead, which?” All in all, the the character and the way in which they are motivated. It not previous supporting information shows that Beneatha is motivated by her own only chooses a specific character, but also makes reference to dreams, strength, and the fact that she wants to make a difference for woman the definition of motivation, the text, the historical perspective, and her family. and then makes inferences about what these things actually mean.

11 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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 gives his son money instead of letting him I believe that what motivates Walter is Travis because even when he was work.) talking about Beneatha changing her career choice, he brought up his son  The reader should make inferences about what this means to and showed how he was contributing to the family by wearing the same pair Walter and what all of his actions really insinuate.

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  The reader should state why they believe these actions fit their

was double the amount that he was looking for to show his son that there was reasoning. Meets 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  This is a meets answer because it shows that the reader sure he lives a decent life better that the one he is in now. 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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 Walter becomes motivated by the life insurance money of his father for his what this means to Walter and what all of his purposes because every time Beneatha talks about going to medical school actions really insinuate. Close Reading he doesn’t like it because going to medical school costs lots of money. Also

Follow-up in the beginning you could see how much Walter cared if he actually had the  This is an approaches answer because it Lesson #3 money or not because he gave Travis 50 cents and an additional 50 cents, so shows that the reader can choose a specific Approaches he gets motivated by the feeling of what the could do with the money. 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.

13 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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.)

Close Reading I believe Walter is motivated by money. He wants to buy a liquor store and  This is a struggling answer because, Follow-up no one agrees with him. although the reader can choose a motivated character and give a partial Lesson #3 Struggles 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.

14 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Formative text-dependent question 4 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) 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. 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 opinion of who will change. I think that Beneatha’s motivation may change because her family is not  The reader should select evaluate/explain how the evidence really supporting her decision to become a doctor. Because of this, I believe shows that the character may change. she may decide it would be easier to become a nurse instead. Back then a  The reader should make inferences as to what the character girl, especially a “black girl”, was not supposed to be a doctor. It was might be feeling and how this might show that they may

unheard of and no female ever even thought about it being a possibility for make a different decision later in the text. 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  This is an exceeds response because the reader chooses a so crazy about messing around with sick people why don’t you become a specific character, explains why they believe the character’s Exceeds nurse like other women or just get married and be quiet,” Beneatha fought motivation might change, finds evidence that supports their with him and let him know exactly how she felt about his statement by saying, explanation, and then explains their evidence. In this case, “Well you finally got it said, it took you three years…”. But, it was obvious the reader identifies Beneatha as the character that will that it hurt her that her brother didn’t support her. So, I think she might change and then explains how they think she will change. change her mind. 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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 opinion of who will change.  The reader should select evaluate/explain how the evidence I think that Beneatha’s motivation may change. She is motivated to go to shows that the character may change. 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  This is a meets response because the reader chooses a specific

Meets different options for a career that she can consider. This can persuade character, finds evidence that supports their choice, and then Beneatha to change her motivation and take a different career path. 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Intervention  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 Yes, I think that there is evidence that shows a character’s motivation might will support their opinion of who will change. change. It is possible that Beneatha might quit medical school because of Walter. Another possibility is for Walter to change. Because if Beneatha  This is an approaches response because the drops out then he would not be able to bug her and would have to do reader chooses two specific characters, but something new. Approaches finds very little evidence to support their ideas. Close Reading

Follow-up

Lesson #4

 The reader should choose a character that they believe could change their motivation as

the play goes on.

Walter will change because he really loves his sister and will eventually  This is a struggles response because the realize that doctors make a lot of money. reader does no more that identify who will Struggles change and attempt to give their opinion why. There is however, no evidence to support these ideas.

17 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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 topic, finds textual evidence to support that topic, evaluates the Exceeds you so crazy about messin ‘round with sick people then go be a nurse like 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.

18 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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.)

 This is a meets response because the reader identifies a topic, finds textual evidence to support that topic, and evaluates the One theme I think Ms. Hansberry is relaying to the reader is that “Greed is author’s purpose in using this topic. In this case, the reader Ugly.” I think she is trying to relay this theme because in the play Walter identifies the theme of “Greed is Ugly” They then find text to wants the money from his mom and he doesn’t want Beneatha to have it support that idea and talk about how that evidence causes because he has been providing for her. Because Beneatha goes to school conflict within the plot and the characters. The theme, in this

Meets and doesn’t work, Walter believes he deserves the money. This causes them case, is integrally attached to the storyline and character to have a nasty fight which in turn causes a big conflict. That is why “Greed development and the reader recognizes that. is Ugly.”

19 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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.

 This is an approaches response because The theme, I believe that Ms. Hansberry is trying to relay to the reader is that, the reader identifies a topic, and attempts “We must struggle to achieve greatness.” I believe this is the theme because to find textual evidence to support that the family is in a tough situation. They don’t have money and Walter wants topic. In this case, the reader identifies the Close Reading the check. He wants to support the family. Beneatha says the check is theme of, “We must struggle to achieve Follow-up Lesson Mamas and she wants to go to medical school. With these examples, Ms. greatness.” They then attempt to find #5 Hansberry is saying, “if we work our butts off and try our hardest then we

Approaches evidence to support that idea, however, the shall be awarded with this greatness.” evidence does not exactly fit their premise. This needs better examples and explanation of those examples to gain a meets score.

20 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Indicators Intervention Example student response

 The reader should be able to identify a topic Close Reading that could be attached to a theme. Follow-up  The reader should be able to find evidence Lesson #5

from the text that relates to that topic.

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  This is a struggles response because the all of the time. reader identifies a topic, but does not find

Struggles 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

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 Pamela Andreavich teacher: Grade- Alysia Lutz 8th grade Coach: level:

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.

Vocabulary Tier Two Words Tier Three Words (General academic vocabulary) (Domain-specific words) “Words that are far more likely to appear in written texts than in speech. [They] “[Tier Three words]…are specific to a domain or field of study (lava, carburetor, often represent subtle or precise ways to say relatively simple things—saunter legislature, circumference, aorta) and key to understanding a new concept instead of walk, for example.” (CCSS ELA Appendix A) within a text.” (CCSS ELA Appendix A)  gesture  clinically  defiance  actin’ holy N/A  permeated  mad  inflection  prophets  vengeance

22 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Lesson 1 Formative text- Read the excerpt from Act One, Scene One of A Raisin in the Sun. What does Ms. Hansberry want the reader to understand when dependent question 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 Answer 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 (Meets) 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 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 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 Foundational  Character Relationship knowledge  Character Motivation  Dialogue and Actions

23 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Close Reading Follow-Up Plan

Steps 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 1. Identify the literal meant. and non-literal  Non-literal meaning is found by finding “other” specific dialogue or phrases that attach to this text so that a better meaning of a understanding can be obtained. For example: character’s o The student can’t possibly know what’s meant until they know what Walter finally got said. statement. 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. 2. Analyze the non-  The statement: “Well you finally got it said ... It took you three years but you finally got it said.” was supported by what literal meaning of facts or lines of dialogue? the statement o The statement specifically addressed the following quote from Walter, “Who the hell told you you had to be a and discuss what doctor? If you so crazy 'bout messing 'round with sick people then go be a nurse like other women or just get could be inferred. 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

 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? 3. Evaluate the  Define Author’s Point of View – What does the author want us to understand? meanings and the  If Walter believes: inferences and o Beneatha is arrogant how they relate to o The family sacrifices for her what the author o She doesn’t need to be a doctor wants the reader o She doesn’t know her place to understand  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.

4. Higher Level – Review this understanding and relate it to Via the above types of questioning processes, students at a higher level should be able to recognize that Walter’s thoughts about character, theme, Beneatha are hinged to his feelings of self-failure. Beneatha gets her dreams, but he doesn’t. That makes him jealous. Conflicts or conflict and connect to character self-doubts, etc. what the author is leading us to believe regarding these ideas.

25 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Lesson 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 Formative text- easier, to reveal characters, to reveal secrets, to reveal relationships, to show backstory, and to deepen conflict. How is Ms. Hansberry dependent question using the dialogue in the previous question to move the story along? Using examples from the excerpt, to support your ideas.

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 Answer 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 (Meets) 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.

Objective Students will be able to determine how an author moves the plot along by analyzing dialogue. Foundational knowledge Students need to know some of the reasons authors use dialogue. Students need to be able to evaluate choices.

26 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Close Reading Follow-Up Plan

Steps Model Thinking

 Brainstorm how authors use dialogue, Some examples are listed below: o To add a sense of reality

o To make reading easier 1. Identify the ways o To reveal characters an author can o To reveal secrets use dialogue. o To reveal relationships

o To show backstory o To deepen conflict

 Define the idea of Narrative – (A story or account of events, experiences, or the like, whether true or fictitious.) 2. Analyze how to  Define Naturalistic dialogue (The way people actually talk) evaluate an  Examine how dialogue is mixed with narrative author’s use of  Determine if dialogue is naturalistic dialogue and find  Judge character mood and tone through use of dialogue (include silence) examples to  Examine how dialogue is structured (long speeches in sequence; short, quick exchanges; Dialogue is structured as short support those overlapping speeches) choices.  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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

 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 3. Evaluate the by the answers to the questions in step #2. choices the o Statement comes from a play o author makes and Dialogue is absolutely naturalistic o how those Mood is anger, frustration, jealousy, etc. choices propel o Tone is sarcastic the story/play o Dialogue ranges from quick, short and sarcastic to short speeches along. 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  Via the above types of questioning processes, students at a higher level should be able to recognize that Walter’s thoughts about understandings Beneatha are hinged to his feelings of self-failure. Beneatha gets her dreams, but he doesn’t. That makes him jealous. Conflicts and relate them connect to character self-doubts, etc. Students should recognize: to character, theme, or conflict o Almost all of the dialogue uses are possible. and what the o Uses will vary depending upon their place in the story/play author is leading o Different uses often represent different ideas. us to believe o Understandings are based on significant inference and evaluation regarding these ideas.

28 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Lesson 3

Formative text- Motivation has been defined as; “a desire to do; an interest or drive”. After reading the excerpt provided, choose one of the characters dependent question 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 Answer 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 (Meets) 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 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 Students will be able to identify character motivation by analyzing a character’s words and actions. Foundational Students need to know the definition of character motivation. Students need to be able to evaluate dialogue and character interactions to knowledge make choices regarding character motivation.

Close Reading Follow-Up Plan

Steps Model Thinking  Define character motivation  Pull out words/verbs from the definition to obtain understanding of the idea. 1. Identify the ways  Evaluate the actions that the characters take that “explain” these verbs. an author can use  Brainstorm how an author might use character motivation: 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

2. Analyze how to evaluate an author’s  Evaluate the actions that the characters take that “explain” these verbs. use of character  Evaluate the dialogue that the author wrote that “explain” these verbs. motivation and find  Take the character’s actions and dialogue and evaluate what they might be thinking, feeling, or seeing in their environment. examples to support  Evaluate how the interactions between the character’s, their environment, and their feelings create how they might be motivated those choices. or how they might show their wants, needs, and desires.

3. Evaluate the choices the author  Evaluate the connections between the characters and the motivation; is it: makes regarding o Attached to theme character motivation o Attached to conflict and how those o Attached to character relationships choices propel the o Attached to setting story/play along. o Attached to plot

4. Higher Level – Review character motivation and relate  See step number three above and then: it to character, theme, o Choose the path that the character’s motivation takes (i.e.…theme, conflict, character relationships, setting, plot, etc.) or conflict and what o Evaluate the paths chosen by identifying dialogue, figurative language, word choice, or imagery that support the reader’s the author is leading choices. us to believe o Evaluate the pieces identified by attaching them to the audience the author is trying to reach. regarding these ideas.

30 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Lesson 4 Formative text- In the excerpt provided, is there any evidence that shows a character’s motivation may change as the play goes on? Who? Why? Use dependent question 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 Answer 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 (Meets) 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 CCSS 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 Students will determine change in character motivation by tracking character behavior and “emotional”/vivid dialogue. Foundational Students need to know the definition of character motivation. Students need to be able to evaluate a character and identify their personality knowledge and motivation.

Close Reading Follow-Up Plan

Steps Model Thinking  Define character motivation  Pull out words/verbs from the definition to obtain understanding of the idea. 1. Identify the ways an  Evaluate the actions that the characters take that “explain” these verbs. author can use  Brainstorm how an author might use character motivation: 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 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

2. Analyze how to  Evaluate types of characters and their ability for change; look for: evaluate an author’s o Characters who never change, they are always the same and always want the same things. use of character o Characters whose basic personality remains the same; and they don’t change during the story. Their wants and needs motivation and why it however, do change throughout the text. may or may not o Characters who change throughout the story, but their wants and needs stay the same. change. o Characters who change throughout the story and their wants and needs do also.

 Evaluate the following ideas regarding character motivation and change: 3. Evaluate the o Pro-active vs. Reactive. Characters move toward or away from something. choices the author o Author Motivation vs. Character Motivation. The author needs something to happen to make the story progress. The makes regarding character needs something to happen because it is their “life”. character motivation o External vs. Internal. For example, externally the character needs to survive. Internally they may not want to. and change and o Backstory vs. Story. Story is now. Backstory is information needed to get to now. appraise how those o Goal vs. Motivation. A goal is something a character is working towards. A motivation is something they have to have. choices propel the o Motivation vs. Action. A character can be motivated throughout the entire novel to do something but never do it. An action story/play along. requires the character to change.

4. Higher Level – Review character motivation and relate it  Evaluate and find textual examples that connect with questions two and three. to character, theme, or conflict and what the  Assess how these examples connect motivational change with theme, conflict and character development and how the author uses these ideas to move the text along. author is leading us to believe regarding these ideas.

32 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Lesson 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 Formative text- 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 dependent question 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. 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 Answer 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 (Meets) 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.” 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 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. Objective Students will be able to determine the theme by analyzing the life lesson that an author is teaching. Foundational knowledge Students need to know the definition of theme. Students need to be able to evaluate text choices for relevance to themes in the text.

Close Reading Follow-Up Plan

Steps Model Thinking  How can a reader uncover theme in a story: o Notice repeating patterns and symbols 1. Identify the ways a o Notice any and all allusions. reader can identify o Look for the specific details and “particulars” in the story. Do they mean something more than they seem? theme. o Theme, plot and structure are inseparable. Refer back to the connection to evaluate the theme. o Evaluate the title, figurative language and imagery…sometimes these things lead to theme. o Remember…theme is not the only way to explain a story’s meaning.

33 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

2. Analyze the author’s choice of dialogue, quotes, language, and  Evaluate the author’s word choice, language, use of dialogue, and choice of story elements. story elements. Find  Evaluate the author’s “life and times”. examples that “fit” the  Notice any and all repetition. information found in  Find information in the text that support these ideas. question number one.

3. Evaluate the choices the author  Use sections one and two to gather knowledge regarding the text. makes regarding  Section the text in small readable pieces. theme and how those  Evaluate the text section based on the information above. choices propel the story/play along.  Is there a pattern in the ideas, word choice, belief of the characters, etc. that will lead you to what the author is telling you about life?

4. Higher Level – Review theme and relate it to character or  Use the above information to analyze the choices the author made regarding life and its meaning….i.e. what the author believes is the conflict and what the meaning of life. author is leading us to believe regarding these ideas.

34 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

Excerpt from Act One, Scene One TRAVIS (In the face of love, new aggressiveness) Mama, could I please go carry groceries?

RUTH Honey, it's starting to get so cold evenings.

WALTER (Coming in from the bathroom and drawing a make-believe gun from a make-believe holster and shooting at his son) What is it he wants to do?

RUTH Go carry groceries after school at the supermarket.

WALTER Well, let him go...

TRAVIS (Quickly, to the ally) I have to, she won't gimme the fifty cents…

WALTER (To his wife only) Why not?

RUTH (Simply, and with flavor) 'Cause we don't have it.

WALTER (To RUTH only) What you tell the boy things like that for? (Reaching down into his pants with a rather important gesture) Here, son (He hands the boy the coin, but his eyes are directed to his wife's. TRAVIS takes the money happily)

TRAVIS Thanks, Daddy.

(He starts out. RUTH watches both of them with murder in her eyes. WALTER stands and stares back at her with defiance, and suddenly reaches into his pocket again on an afterthought)

WALTER (Without even looking at his son, still staring hard at his wife) In fact, here's another fifty cents . . . Buy yourself some fruit today or take a taxicab to school or something!

TRAVIS Whoopee

(He leaps up and clasps his father around the middle with his legs, and they face each other in mutual appreciation; slowly WALTER LEE peeks around the boy to catch the violent rays from his wife's eyes and draws his head back as if shot)

35 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

WALTER You better get down now and get to school, man.

TRAVIS (At the door) O.K. Good-bye. (He exits)

WALTER (After him, pointing with pride) That's my boy. (She looks at him in disgust and turns back to her work) You know what I was thinking 'bout in the bathroom this morning?

(His sister BENEATHA enters. She is about twenty, as slim and intense as her brother. She is not as pretty as her sister-in-law, but her lean, almost intellectual face has a handsomeness of its own. She wears a bright-red flannel nightie, and her thick hair stands wildly about her head. Her speech is a mixture of many things; it is different from the rest of the family's insofar as education has permeated her sense of English and perhaps the Midwest rather than the South has finally at last won out in her inflection; but not altogether, because over all of it is a soft slurring and transformed use of vowels which is the decided influence of the Southside. She passes through the room without looking at either RUTH or WALTER and goes to the outside door and looks, a little blindly, out to the bathroom. She sees that it has been lost to the Johnsons. She closes the door with a sleepy vengeance and crosses to the table and sits down a little defeated)

BENEATHA I am going to start timing those people.

WALTER You should get up earlier.

BENEATHA (Her face in her hands. She is still fighting the urge to go back to bed) Really would you suggest dawn? Where's the paper?

WALTER (Pushing the paper across the table to her as he studies her almost clinically, as though he has never seen her before) You a horrible-looking chick at this hour.

BENEATHA (Drily) Good morning, everybody.

WALTER (Senselessly) How is school coming?

BENEATHA (In the same spirit) Lovely. Lovely. And you know, biology is the greatest. (Looking up at him) I dissected something that looked just like you yesterday.

WALTER I just wondered if you've made up your mind and everything.

BENEATHA (Gaining in sharpness and impatience) And what did I answer yesterday morning and the day before that?

RUTH (From the ironing board, like someone disinterested and old) Don't be so nasty, Bennie.

BENEATHA (Still to her brother) And the day before that and the day before that!

36 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

WALTER (Defensively) I'm interested in you. Something wrong with that? Ain't many girls who decide…

WALTER and BENEATHA (In unison) "to be a doctor." (Silence)

WALTER Have we figured out yet just exactly how much medical school is going to cost?

RUTH Walter Lee, why don't you leave that girl alone and get out of here to work?

BENEATHA (Exits to the bathroom and bangs on the door) Come on out of there, please!

(She comes back into the room)

WALTER (Looking at his sister intently) You know the check is coming tomorrow.

BENEATHA (Turning on him with a sharpness all her own) That money belongs to Mama, Walter, and it's for her to decide how she wants to use it. I don't care if she wants to buy a house or a rocket ship or just nail it up somewhere and look at it. It's hers. Not ours hers.

WALTER (Bitterly) Now ain't that fine! You just got your mother's interest at heart, ain't you, girl? You such a nice girl but if Mama got that money she can always take a few thousand and help you through school too can't she?

BENEATHA I have never asked anyone around here to do anything for me!

WALTER No! And the line between asking and just accepting when the time comes is big and wide ain't it!

BENEATHA (With jury) What do you want from me, Brother that I quit school or just drop dead, which!

WALTER 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?

RUTH Walter, don't be dragging me in it.

WALTER You are in it Don't you get up and go work in somebody's kitchen for the last three years to help put clothes on her back?

RUTH Oh, Walter that's not fair . . .

37 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

WALTER It ain't that nobody expects you to get on your knees and say thank you, Brother; thank you, Ruth; thank you, Mama and thank you, Travis, for wearing the same pair of shoes for two semesters

BENEATHA (Dropping to her knees) Well I do all right? Thank everybody! And forgive me for ever wanting to be anything at all! (Pursuing him on her knees across the floor) FORGIVE ME, FORGIVE ME, FORGIVE ME!

RUTH Please stop it! Your mama'll hear you.

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 . . .

BENEATHA Well you finally got it said ... It took you three years but you finally got it said. Walter, give up; leave me alone it's Mama's money.

WALTER He was my father, too!

BENEATHA So what? He was mine, too and Travis' grandfather but the insurance money belongs to Mama. Picking on me is not going to make her give it to you to invest in any liquor stores (Underbreath, dropping into a chair) and I for one say, God bless Mama for that!

WALTER (To RUTH) See did you hear? Did you hear!

RUTH Honey, please go to work.

WALTER Nobody in this house is ever going to understand me.

BENEATHA Because you're a nut.

WALTER Who's a nut?

BENEATHA You you are a nut. Thee is mad, boy.

WALTER (Looking at his wife and his sister from the door, very sadly) The world's most backward race of people, and that's a fact.

BENEATHA (Turning slowly in her chair) And then there are all those prophets who would lead us out of the wilderness (WALTER slams out of the house) into the swamps!

38 Formative close reading plan for A Raisin in the Sun, Act One, Scene One

RUTH Bennie, why you always gotta be pickin' on your brother? Can't you be a little sweeter sometimes? (Door opens. WALTER walks in. He fumbles with his cap, starts to speak, clears throat, looks everywhere but at RUTH. Finally…)

WALTER (To RUTH) I need some money for carfare.

RUTH (Looks at him, then warms; teasing, but tenderly) Fifty cents? (She goes to her bag and gets money) Here take a taxi!

39 Formative close reading plan for A Raisin in the Sun, Act One, Scene One