Act 2 Scene 1: Analyzing Conflict in the Younger Family
Lesson 4 of 12
Objective: SWBAT cite specific evidence from text that illustrates conflict between characters in (Act 2, Scene 1) of A Raisin in the Sun and demonstrate understanding by writing evidence based answers and using a character analysis chart.
I pass out a quiz for Act 1 Scene 2 that asks them to analyze dialogue between Mama and Walter. I want to get my students cognitively active by demonstrating what they've learned (or retained) from the previous days lesson concerning two main characters, Mama and Walter and how they interactions advance the plot RL.9-10.3 by citing evidence to support their answers RL.9-10.1.
As students complete their activator I circulate among them checking their work and giving verbal feedback.
This play has plenty of conflict between all characters and as it unfolds it becomes clear that Mama and Walter are at its center. I begin by first asking my students how both characters are different and similar RL.9-10.3. I want them to understand that they are both wanting what they think is best for the family. Walter wants to get out of the cycle of poverty and Mama wants the family to stay together and to live for each other.
I then ask how Walter and Mama are creating conflict among the family members and within themselves.
I want students to focus on two quotes reveal the internal and external conflict Ruth and Walter are experiencing with each other by instructing them to find the phrase "eat your eggs" that appears early in the play, and is used as an instruction from Ruth to Walter to quiet him. After they read the dialogue before and after the phrase, I ask them to discuss with a partner why Walter says that the phrase "shows how women keep men from achieving their goals." To help them understand how the author demonstrates the conflict that creates tension in the play leading to its climax I also ask them to discuss why they think Ruth says "eat your eggs" when talking with Walter? RL.9-10.4
After a short follow up discussion, to help students organize their thoughts on symbols used in the play, I instruct them to add the phrase to their Analyzing Symbols Chart, RL.9-10.4 while I circulate among the class keeping them focused on the task .
Student Learning Activity
I want students to see and hear the dialogue between them so they can use their visual modality for increased retention and understanding. I also use the video to introduce characters as an alternative activity which brings variety to how students are asked to engage in the lesson. Students listen to and watch approximately (6 minutes) of the Act 2 Scene 1 video after which I facilitate a short discussion of the conflict between characters and how it moves the plot along RL.9-10.3. Students record the characters and their traits on the Character Analysis Chart.
As in the previous lessons, to facilitate student participation I next I assign character roles and put name tents on their desks while asking them to record their role on their template.
Summarizing the Events
I want students to summarize and categorize the information they read and saw during the lesson. I know the beginning and ending parts in ever lesson are two important times when considering what students will member the most. I end this lesson by asking students to think of the events that occurred in this scene and record them on their Plot Diagrams including additional themes, symbols and conflicts during the rising action.