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
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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
Where to access the
text:
Grade-level:
Target Common
Core State
Standards:
A Raisin in the Sun, Lorraine Hansberry
Text is attached below
8th grade
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of
a character, or provoke a decision.
CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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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.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Question #1
Exceeds
Standard(s)
covered:
Formative text-dependent question 1
Read the excerpt from Act One, Scene One of A Raisin in the Sun. What does Ms. Hansberry want the reader to understand when
Beneatha says to Walter, “Well you finally got it said ... It took you three years but you finally got it said.”?
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Response Guide
Example student response
Indicators
In the line, “Well you finally got it said ... It took you three years but you finally
got it said.” Ms. Hansberry wants the reader to understand that Walter has
never wanted Beneatha to be a doctor and in reality, Beneatha has known it.
In the excerpt, Walter was not having a good day. He was mad at Ruth,
stressed about the check arriving the next day, and now arguing with his
sister. So, Walter finally spilled the feelings that he has always had…
women; especially Beneatha, shouldn’t/couldn’t become doctors. In fact, he
says, “If you are so crazy ‘bout messing with sick people then go be a nurse
like other women or just get married and be quiet.” This shows that Walter
doesn’t believe in Beneatha’s choices. Another thing that the author wanted
the reader to realize/understand was that Walter wanted Mama’s insurance
check for himself and his liquor store and with the cost of medical school
being high and his mother so close to his sister, he was worried that the
money would go to Beneatha and her education instead of him. The dialogue
shows how deep the conflict is between Walter and Beneatha and how
Walter is jealous of his sister.






The reader should include the idea that Walter has always felt
that Beneatha shouldn’t be a doctor and Beneatha knew it.
The reader should also explain why that is important to the plot or
character interactions.
The reader should include other information from the text to
support their ideas.
The reader should acknowledge the ulterior motives of Walter’s
character.
The reader should recognize the conflict between the characters.
This is an exceeds response because it not only answers the
question, but it also speaks to the effect that the dialogue has on
the characters’ relationships and/or the conflicts that exist in the
plot. It also uses inference to evaluate the motives of a character
and how these motives affect the character’s decisions.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Example student response
Indicators
Meets
Example student response
In the above passage it states, “Well you finally got it said…It took you three
years but you finally got it said.” The excerpt stated above means that after
three years of trying to tell Beneatha that a doctor isn’t the right job for her,
Walter finally did so. Ms. Hansberry wants the reader to see that Walter
doesn’t agree with Beneatha’s decision and hasn’t said anything even though
this has the way he has always felt and Beneatha knew that. He believes
that a nurse would be a better fit for her and the family because he doesn’t
know how his family can afford medical school and that they really shouldn’t
have to.




The reader should include the idea that Walter has always felt
that Beneatha shouldn’t be a doctor and Beneatha knew it.
The reader should also explain why that is important to the plot
or character interactions.
The reader should include other information from the text to
support their ideas.
This is not an exceeds response because it doesn’t talk about
the effect that these decisions and/or conversations have on the
plot of the play or the change in the character’s feelings/opinions
of each other.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Indicators
Example student response

Approaches

I think that she wanted the reader to understand that maybe Beneatha didn’t
want to do something that all the other women do. She wanted to do
something different so she wants to be a doctor. I think that they wanted us
to understand that it is O.K. to do something different and not something that
everyone does or something stereotypical so you would have to do it. She
wants us to understand that Beneatha wants to be different and not like every
other woman because they were usually nurses or stayed at home and she
didn’t want to do that.


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.
The reader should include other information
from the text to support their ideas.
This is not a meets response because,
although the reader addresses the fact that
Beneatha needs to be different and believes
in herself and abilities, (which leads us to
character motivation) it doesn’t include
information from the text, it doesn’t evaluate
Walter’s reaction, (which is an integral part of
the question) and it doesn’t talk about the
importance of the dialogue to the plot.
Close Reading
Follow-up
Lesson #1
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Indicators
Example student response

Struggles

I think that when Beneatha says “well you finally got it said…it took you three
years but you finally got it said” what Ms. Hansberry wants the reader to
understand is even if it takes a person a long time to figure something out
about a person it becomes important to know what that person thinks.


The reader should include the idea that Walter
has always felt that Beneatha shouldn’t be a
doctor and Beneatha knew it.
The reader should also explain why that is
important to the plot or character interactions.
The reader should include other information
from the text to support their ideas.
This is not a meets response because it
simply doesn’t answer the question. The
reader doesn’t address how either character
feels or reacts, it doesn’t talk about why the
line is important to the plot and it doesn’t
discuss the conflict that it causes.
Intervention
Close Reading
Follow-up
Lesson #1
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Question #2
Formative text-dependent question 2
As we know, authors use dialogue in a variety of different ways. Some examples of these are: to add a sense of reality, to make reading
easier, to reveal characters, to reveal secrets, to reveal relationships, to show backstory, and to deepen conflict. How is Ms. Hansberry
using the dialogue in the previous question to move the story along? Using examples from the excerpt, to support your ideas.
Exceeds
Standard(s)
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.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Response Guide
Example student response
Indicators
 The reader should include at least one of the reasons that an
author uses dialogue.
 The reader should also explain why that is important to the
Ms. Hansberry is using the dialogue, “Well you finally got it said…it took you
plot or character interactions.
three years but you finally got it said” to move the story along by revealing the
 The reader should include other information from the text to
difficulty of the relationship between Walter and Beneatha while showing how
support their ideas.
deep the conflict truly is between them. She wants the reader to know that
this has been bottled up in both characters for three years! Neither character
 The reader should also talk about how this/these lines move
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
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.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Indicators
Example student response
Meets

Ms. Hansberry is using the following dialogue to move the story along by
making the reader want to read more in depth and think beyond the obvious
of what the dialogue seems to be telling us. When Beneatha said to Walter,
“Well you finally got it said…It took you three years, but you finally got it said”
it makes the reader want to know why it took him three years to say it and
what is the background relationship between the characters that makes this
important. Another piece of dialogue that connects to the first dialogue is “I
just wondered if you made up your mind and everything.” This line triggered
something in my mind that something big was about to happen and that
Beneatha making up her mind had to do with what Walter finally said.




The reader should include at least one of the reasons that an
author uses dialogue.
The reader should also explain why that is important to the
plot or character interactions.
The reader should include other information from the text to
support their ideas.
The reader should also talk about how this/these lines move
the dialogue along.
This is not an exceeds response because it doesn’t talk in
depth enough about the effect that these decisions and/or
conversations have on the plot of the play or the change in
the character’s feelings/opinions of each other. It also
doesn’t use define what the reader believes is being said and
why.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Example student response
Indicators


Approaches

In my opinion, I think that Ms. Hansberry is using the dialogue to move the
story along by revealing the characters true thoughts and opinions. This also
reveals their relationship and attitudes about one another. Because the
author uses these techniques the reader wants to continue reading and find
out what happens next. Walter and Beneatha obviously are in conflict.


The reader should include at least one of the
reasons that an author uses dialogue.
The reader should also explain why that is
important to the plot or character interactions.
The reader should include other information
from the text to support their ideas.
The reader should also talk about how
this/these lines move the dialogue along.
This is not a meets response because it
doesn’t use any of the information from the
text. In addition, it talks very minimally about
why this dialogue is important to the plot and
how it moves it along. It does, however talk
about the reasons an author uses dialogue
and show ideas that if fully developed, could
meet standard.
Intervention
Close Reading
Follow-up
Lesson #2
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Intervention
Example student response
Indicators


Struggles

In my opinion, I think that Ms. Hansberry is using the dialogue to move the
story along by showing that Walter and Benetha fight a lot. I think she wants
us to know that they will continue to fight.


The reader should include at least one of the
reasons that an author uses dialogue.
The reader should also explain why that is
important to the plot or character interactions.
The reader should include other information
from the text to support their ideas.
The reader should also talk about how
this/these lines move the dialogue along.
This is not a meets or even an approaches
response because it doesn’t use any of the
information from the text. In addition, it does
not talk about why this dialogue is important to
the plot and how it moves it along. It also
doesn’t really even address the given
dialogue other than to indicate a fight.
Close Reading
Follow-up
Lesson #2
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Formative text-dependent question 3
Motivation has been defined as; “a desire to do; an interest or drive”. After reading the excerpt provided, choose one of the characters and
explain what you believe motivates them? Why? (Characters are: Travis, Ruth, Beneatha and Walter)
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.
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
Exceeds
Question #3
mean.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Example student response

Meets

I believe that what motivates Walter is Travis because even when he was
talking about Beneatha changing her career choice, he brought up his son
and showed how he was contributing to the family by wearing the same pair
of shoes for over two semesters. When the son asked to work at the grocery
store, Walter made sure that he didn’t, and instead gave him a dollar. This
was double the amount that he was looking for to show his son that there was
no need for him to go to work to earn money at such a young age. The only
reason that Walter is fretting about the check is mostly for his son, to make
sure he lives a decent life better that the one he is in now.



Indicators
The reader should choose a character that they believe is
motivated.
The reader should support their opinion with an example from the
text. (i.e.…Walter gives his son money instead of letting him
work.)
The reader should make inferences about what this means to
Walter and what all of his actions really insinuate.
The reader should state why they believe these actions fit their
reasoning.
This is a meets answer because it shows that the reader
chooses a specific character, shows that they understand what
the idea of character “motivation” means, supports this idea with
examples from the text, and then makes inferences about what
these things actually mean.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Example student response


Approaches

Walter becomes motivated by the life insurance money of his father for his
purposes because every time Beneatha talks about going to medical school
he doesn’t like it because going to medical school costs lots of money. Also
in the beginning you could see how much Walter cared if he actually had the
money or not because he gave Travis 50 cents and an additional 50 cents, so
he gets motivated by the feeling of what the could do with the money.

Indicators
The reader should choose a character that
they believe is motivated.
The reader should support their opinion with
an example from the text. (i.e.…Walter gives
his son money instead of letting him work.)
The reader should make inferences about
what this means to Walter and what all of his
actions really insinuate.
This is an approaches answer because it
shows that the reader can choose a specific
character, shows that they understand what
the idea of character “motivation” means, and
supports this idea with examples from the
text, but makes few to no inferences about
what these things actually mean and why they
are important.
Intervention
Close Reading
Follow-up
Lesson #3
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Intervention
Example student response
Indicators

Struggles

I believe Walter is motivated by money. He wants to buy a liquor store and
no one agrees with him.

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.)
This is a struggling answer because,
although the reader can choose a
motivated character and give a partial
example of support from the text, it does
not show any reference to the definition of
motivation, doesn’t make inferences as to
what this means, and doesn’t use more
than just the text to support their answer.
Close Reading
Follow-up
Lesson #3
14
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Question #4
Formative text-dependent question 4
In the excerpt provided, is there any evidence that shows a character’s motivation may change as the play goes on? Who? Why? Use
examples from the excerpt to provide support for your beliefs.
Exceeds
Standard(s)
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.
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
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.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Indicators
Example student response

Meets

I think that Beneatha’s motivation may change. She is motivated to go to
school and become a doctor. Walter, on the other hand, doesn’t want her to
become a doctor and is explaining to her the amount of money it will cost and
different options for a career that she can consider. This can persuade
Beneatha to change her motivation and take a different career path.


The reader should choose a character that they believe could
change their motivation as the play goes on.
The reader should find textual evidence that will support their
opinion of who will change.
The reader should select evaluate/explain how the evidence
shows that the character may change.
This is a meets response because the reader chooses a specific
character, finds evidence that supports their choice, and then
attempts to explain their evidence. In this case, the reader
identifies Beneatha as the character that will change and then
explains what her current motivation is. They then explain how
another character’s ideas about what she is doing will most likely
make her change.
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Intervention
Struggles
Approaches

Yes, I think that there is evidence that shows a character’s motivation might
change. It is possible that Beneatha might quit medical school because of
Walter. Another possibility is for Walter to change. Because if Beneatha
drops out then he would not be able to bug her and would have to do
something new.
Walter will change because he really loves his sister and will eventually
realize that doctors make a lot of money.


The reader should choose a character that
they believe could change their motivation as
the play goes on.
The reader should find textual evidence that
will support their opinion of who will change.
This is an approaches response because the
reader chooses two specific characters, but
finds very little evidence to support their ideas.

The reader should choose a character that
they believe could change their motivation as
the play goes on.

This is a struggles response because the
reader does no more that identify who will
change and attempt to give their opinion why.
There is however, no evidence to support
these ideas.
Close Reading
Follow-up
Lesson #4
17
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Formative text-dependent 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

The reader should make be able to make inferences about the
absolutely normal response and should be the response of any good father
topic and explain what those inferences might tell us about the
but, fear and stress push people to do things that they normally wouldn’t do.
story/play.
Which is why when Walter talks about wanting the check from Mama it just
Exceeds
Question #5
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
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
alone, it’s Mama’s money!”…) This example shows how when Walter tries to
bring up this important topic to his sister, his stress causes him to say
something that was extremely hurtful, and wasn’t usual for him to say. Due to
the fact that he probably can’t continue to provide for his family the way he
usually has. Knowing that if he gets Mama’s money there is a chance for him
to be successful and be the man that he wants to be.

This is an exceeds response because the reader identifies a
topic, finds textual evidence to support that topic, evaluates the
author’s purpose in using this topic, and then infers what the
author is trying to say about the topic and how it is evaluated
throughout the play/story. In this case, the reader identifies the
theme of “Keep your head on straight even in difficult situations.”
They then find text to support that idea and talk about how that
evidence causes the character’s actions to change; within
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
Indicators
Example student response



Meets

One theme I think Ms. Hansberry is relaying to the reader is that “Greed is
Ugly.” I think she is trying to relay this theme because in the play Walter
wants the money from his mom and he doesn’t want Beneatha to have it
because he has been providing for her. Because Beneatha goes to school
and doesn’t work, Walter believes he deserves the money. This causes them
to have a nasty fight which in turn causes a big conflict. That is why “Greed
is Ugly.”
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
author’s purpose in using this topic. In this case, the reader
identifies the theme of “Greed is Ugly” They then find text to
support that idea and talk about how that evidence causes
conflict within the plot and the characters. The theme, in this
case, is integrally attached to the storyline and character
development and the reader recognizes that.
19
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Indicators
Example student response


Approaches

The theme, I believe that Ms. Hansberry is trying to relay to the reader is that,
“We must struggle to achieve greatness.” I believe this is the theme because
the family is in a tough situation. They don’t have money and Walter wants
the check. He wants to support the family. Beneatha says the check is
Mamas and she wants to go to medical school. With these examples, Ms.
Hansberry is saying, “if we work our butts off and try our hardest then we
shall be awarded with this greatness.”
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 reader identifies a topic, and attempts
to find textual evidence to support that
topic. In this case, the reader identifies the
theme of, “We must struggle to achieve
greatness.” They then attempt to find
evidence to support that idea, however, the
evidence does not exactly fit their premise.
This needs better examples and
explanation of those examples to gain a
meets score.
Close Reading
Follow-up Lesson
#5
20
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Indicators
Intervention
Example student response

Struggles

I think Ms. Hansberry is trying to show a theme of “Money is Evil”. She
shows this because Walter and Beneatha and Ruth and Walter fight about it
all of the time.

The reader should be able to identify a topic
that could be attached to a theme.
The reader should be able to find evidence
from the text that relates to that topic.
Close Reading
Follow-up
Lesson #5
This is a struggles response because the
reader identifies a topic, but does not find
textual evidence to support that topic. This
example needs some explanation of the
“Why” this fits and what it means to gain a
meets score.
21
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
teacher:
Gradelevel:
8th grade
Coach:
Pamela Andreavich
Alysia Lutz
Standards covered:
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the
characters, setting, and plot; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a
decision.
CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
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
N/A
 defiance
 actin’ holy
 permeated
 mad
 inflection
 prophets
 vengeance
22
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
Lesson 1
Read the excerpt from Act One, Scene One of A Raisin in the Sun. What does Ms. Hansberry want the reader to understand when
Beneatha says to Walter, “Well you finally got it said ... It took you three years but you finally got it said.”?
“In the above passage it states, “Well you finally got it said…It took you three years but you finally got it said.” The excerpt stated above
means that after three years of trying to tell Beneatha that a doctor isn’t the right job for her, Walter finally did so. Ms. Hansberry wants
the reader to see that Walter doesn’t agree with Beneatha’s decision and hasn’t said anything even though this has the way he has
always felt and Beneatha knew that. He believes that a nurse would be a better fit for her and the family because he doesn’t know how
his family can afford medical school and that they really shouldn’t have to.
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Students will be able to determine the author’s intent by analyzing multiple meanings of the dialogue. (i.e. literal and non-literal)
Students must be able to make inferences regarding:
 Author’s point of view
 Character Relationship
 Character Motivation
 Dialogue and Actions
23
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Close Reading Follow-Up Plan
Steps




1. Identify the literal
and non-literal
meaning of a
character’s
statement.


2. Analyze the nonliteral meaning of
the statement
and discuss what
could be inferred.



Model Thinking
Discuss the difference between literal and non-literal.
Literal is the direct meaning of the statement. (i.e. It took Walter three years to say what he wanted to say)
Literal is the “right there meaning”.
Non-literal is using figurative or metaphorical speech/meaning to establish a “different” meaning from what is literally
meant.
Non-literal meaning is found by finding “other” specific dialogue or phrases that attach to this text so that a better
understanding can be obtained. For example:
o The student can’t possibly know what’s meant until they know what Walter finally got said.
o When the student finds that Walter said, “Who the hell told you you had to be a doctor? If you so crazy 'bout
messing 'round with sick people then go be a nurse like other women or just get married and be quiet . . .” they
need to again evaluate literal and non-literal meaning.
 Literally, this statement means that Benetha should go be a nurse…non-literally it could mean many
things based upon the analysis of the non-literal meanings.
Explain that inference is the act of reasoning from factual knowledge or evidence. So, in order to evaluate non-literal
meaning they have to gather the facts about the statement or the specific lines of dialogue in the conversation that
support the main statement.
They then have to evaluate the character’s interactions, relationship, and tone. Define tone as a review.
The statement: “Well you finally got it said ... It took you three years but you finally got it said.” was supported by what
facts or lines of dialogue?
o The statement specifically addressed the following quote from Walter, “Who the hell told you you had to be a
doctor? If you so crazy 'bout messing 'round with sick people then go be a nurse like other women or just get
married and be quiet . . .”
o Beneatha asked Walter; “What do you want from me, Brother that I quit school or just drop dead, which!
o Walter’s response is: “I don't want nothing but for you to stop acting holy 'round here. Me and Ruth done made
some sacrifices for you why can't you do something for the family?”
Students should recognize what tone from the character’s dialogue? Argumentative, jealousy, anger, frustration etc. Ask
what words or phrases represent these ideas? (see highlighted words)
24
Formative close reading plan for A Raisin in the Sun, Act One, Scene One



3. Evaluate the
meanings and the
inferences and
how they relate to
what the author
wants the reader
to understand
4. Higher Level –
Review this
understanding
and relate it to
character, theme,
or conflict and
what the author is
leading us to
believe regarding
these ideas.





Have student’s evaluate the feelings caused or brought about by the chosen words and phrases.
Attach characters to the feelings.
Once tones are established talk about how people feel about each other when they are arguing, jealous, angry, and frustrated,
etc.
How do the characters feel about each other?
How do those feelings affect their relationship?
Define Author’s Point of View – What does the author want us to understand?
If Walter believes:
o Beneatha is arrogant
o The family sacrifices for her
o She doesn’t need to be a doctor
o She doesn’t know her place
If Benetha believes:
o Walter hates her
o Walter doesn’t believe in her
o Walter doesn’t want her to succeed
o Walter is jealous
o Based on the above beliefs, the author wants us to understand there has been conflict for at least three years. Walter
believes Beneatha is selfish and arrogant and the family supports her success. Beneatha believes Walter is jealous of
her and doesn’t support her ideas. Characters are motivated by their wants not needs.
Via the above types of questioning processes, students at a higher level should be able to recognize that Walter’s thoughts about
Beneatha are hinged to his feelings of self-failure. Beneatha gets her dreams, but he doesn’t. That makes him jealous. Conflicts
connect to character self-doubts, etc.
25
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Lesson 2
Formative textdependent question
As we know, authors use dialogue in a variety of different ways. Some examples of these are: to add a sense of reality, to make reading
easier, to reveal characters, to reveal secrets, to reveal relationships, to show backstory, and to deepen conflict. How is Ms. Hansberry
using the dialogue in the previous question to move the story along? Using examples from the excerpt, to support your ideas.
Answer
(Meets)
Ms. Hansberry is using the following dialogue to move the story along by making the reader want to read more in depth and think beyond
the obvious of what the dialogue seems to be telling us. When Beneatha said to Walter, “Well you finally got it said…It took you three
years, but you finally got it said” it makes the reader want to know why it took him three years to say it and what is the background
relationship between the characters that makes this important. Another piece of dialogue that connects to the first dialogue is “I just
wondered if you made up your mind and everything.” This line triggered something in my mind that something big was about to happen
and that Beneatha making up her mind had to do with what Walter finally said.
CCSS
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Objective
Foundational
knowledge
Students will be able to determine how an author moves the plot along by analyzing dialogue.
Students need to know some of the reasons authors use dialogue. Students need to be able to evaluate choices.
26
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
o To reveal characters
o To reveal secrets
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.)
Define Naturalistic dialogue (The way people actually talk)
Examine how dialogue is mixed with narrative
Determine if dialogue is naturalistic
Judge character mood and tone through use of dialogue (include silence)
Examine how dialogue is structured (long speeches in sequence; short, quick exchanges; Dialogue is structured as short
overlapping speeches)
Experiment with different delivery styles for speeches and assess any changes in meaning or effect
Match the ideas above with the identifications made in step #1.
1. Identify the ways
an author can
use dialogue.
2. Analyze how to
evaluate an
author’s use of
dialogue and find
examples to
support those
choices.


27
Formative close reading plan for A Raisin in the Sun, Act One, Scene One




3. Evaluate the
choices the
author makes and
how those
choices propel
the story/play
along.
4. Higher Level –
Review these
understandings
and relate them
to character,
theme, or conflict
and what the
author is leading
us to believe
regarding these
ideas.


Students should choose “important” pieces of dialogue and evaluate them using the analysis ideas in step #2.
After evaluating using the information received in the first bullet, examine how the author wants the reader to understand these
ideas?
How do the choices move the story along?
When Beneatha said to Walter, “Well you finally got it said…It took you three years, but you finally got it said” it can be evaluated
by the answers to the questions in step #2.
o Statement comes from a play
o Dialogue is absolutely naturalistic
o Mood is anger, frustration, jealousy, etc.
o Tone is sarcastic
o Dialogue ranges from quick, short and sarcastic to short speeches
o Dialogue is particular to time period and setting
Evaluate answers and choose uses from step #1
o Looking at these answers…Any of the highlighted uses in step #1 are most likely possible.
o Have students find specific dialogue that supports each answer.
o How do those choices move the story along? (i.e.… What does the reader know now that they didn’t? Does that
knowledge create conflict? Reveal theme? Reveal character motivation?)
Via the above types of questioning processes, students at a higher level should be able to recognize that Walter’s thoughts about
Beneatha are hinged to his feelings of self-failure. Beneatha gets her dreams, but he doesn’t. That makes him jealous. Conflicts
connect to character self-doubts, etc. Students should recognize:
o
o
o
o
Almost all of the dialogue uses are possible.
Uses will vary depending upon their place in the story/play
Different uses often represent different ideas.
Understandings are based on significant inference and evaluation
28
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Lesson 3
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
Motivation has been defined as; “a desire to do; an interest or drive”. After reading the excerpt provided, choose one of the characters
and explain what you believe motivates them? Why? (Characters are: Travis, Ruth, Beneatha and Walter)
I believe that what motivates Walter is Travis because even when he was talking about Beneatha changing her career choice, he brought
up his son and showed how he was contributing to the family by wearing the same pair of shoes for over two semesters. When the son
asked to work at the grocery store, Walter made sure that he didn’t, and instead gave him a dollar. This was double the amount that he
was looking for to show his son that there was no need for him to go to work to earn money at such a young age. The only reason that
Walter is fretting about the check is mostly for his son, to make sure he lives a decent life better that the one he is in now.
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Students will be able to identify character motivation by analyzing a character’s words and actions.
Students need to know the definition of character motivation. Students need to be able to evaluate dialogue and character interactions to
make choices regarding character motivation.
Close Reading Follow-Up Plan
Steps
1. Identify the ways
an author can use
character motivation




Model Thinking
Define character motivation
Pull out words/verbs from the definition to obtain understanding of the idea.
Evaluate the actions that the characters take that “explain” these verbs.
Brainstorm how an author might use character motivation:
o To stimulate theme
o To establish point of view
o To enhance flow and plot development
o To establish conflict or character understandings and relationships
29
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
2. Analyze how to
evaluate an author’s
use of character
motivation and find
examples to support
those choices.
3. Evaluate the
choices the author
makes regarding
character motivation
and how those
choices propel the
story/play along.
4. Higher Level –
Review character
motivation and relate
it to character, theme,
or conflict and what
the author is leading
us to believe
regarding these
ideas.




Evaluate the actions that the characters take that “explain” these verbs.
Evaluate the dialogue that the author wrote that “explain” these verbs.
Take the character’s actions and dialogue and evaluate what they might be thinking, feeling, or seeing in their environment.
Evaluate how the interactions between the character’s, their environment, and their feelings create how they might be motivated
or how they might show their wants, needs, and desires.

Evaluate the connections between the characters and the motivation; is it:
o Attached to theme
o Attached to conflict
o Attached to character relationships
o Attached to setting
o Attached to plot

See step number three above and then:
o Choose the path that the character’s motivation takes (i.e.…theme, conflict, character relationships, setting, plot, etc.)
o Evaluate the paths chosen by identifying dialogue, figurative language, word choice, or imagery that support the reader’s
choices.
o Evaluate the pieces identified by attaching them to the audience the author is trying to reach.
30
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
Lesson 4
In the excerpt provided, is there any evidence that shows a character’s motivation may change as the play goes on? Who? Why? Use
examples from the excerpt to provide support for your beliefs
I think that Beneatha’s motivation may change. She is motivated to go to school and become a doctor. Walter, on the other hand, doesn’t want
her to become a doctor and is explaining to her the amount of money it will cost and different options for a career that she can consider. This
can persuade Beneatha to change her motivation and take a different career path.
CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
Students will determine change in character motivation by tracking character behavior and “emotional”/vivid dialogue.
Students need to know the definition of character motivation. Students need to be able to evaluate a character and identify their personality
and motivation.
Close Reading Follow-Up Plan
Steps
1. Identify the ways an
author can use
character motivation.





Model Thinking
Define character motivation
Pull out words/verbs from the definition to obtain understanding of the idea.
Evaluate the actions that the characters take that “explain” these verbs.
Brainstorm how an author might use character motivation:
o To stimulate theme
o To establish point of view
o To enhance flow and plot development
To establish conflict or character understandings and relationships.
31
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
2. Analyze how to
evaluate an author’s
use of character
motivation and why it
may or may not
change.
3. Evaluate the
choices the author
makes regarding
character motivation
and change and
appraise how those
choices propel the
story/play along.
4. Higher Level –
Review character
motivation and relate it
to character, theme, or
conflict and what the
author is leading us to
believe regarding
these ideas.

Evaluate types of characters and their ability for change; look for:
o Characters who never change, they are always the same and always want the same things.
o Characters whose basic personality remains the same; and they don’t change during the story. Their wants and needs
however, do change throughout the text.
o Characters who change throughout the story, but their wants and needs stay the same.
o Characters who change throughout the story and their wants and needs do also.

Evaluate the following ideas regarding character motivation and change:
o Pro-active vs. Reactive. Characters move toward or away from something.
o Author Motivation vs. Character Motivation. The author needs something to happen to make the story progress. The
character needs something to happen because it is their “life”.
o External vs. Internal. For example, externally the character needs to survive. Internally they may not want to.
o Backstory vs. Story. Story is now. Backstory is information needed to get to now.
o Goal vs. Motivation. A goal is something a character is working towards. A motivation is something they have to have.
o Motivation vs. Action. A character can be motivated throughout the entire novel to do something but never do it. An action
requires the character to change.


Evaluate and find textual examples that connect with questions two and three.
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.
32
Formative close reading plan for A Raisin in the Sun, Act One, Scene One
Formative textdependent question
Answer
(Meets)
CCSS
Objective
Foundational
knowledge
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
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.
One theme I think Ms. Hansberry is relaying to the reader is that “Greed is Ugly.” I think she is trying to relay this theme because in the play
Walter wants the money from his mom and he doesn’t want Beneatha to have it because he has been providing for her. Because Beneatha
goes to school and doesn’t work, Walter believes he deserves the money. This causes them to have a nasty fight which in turn causes a big
conflict. That is why “Greed is Ugly.”
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.
Students will be able to determine the theme by analyzing the life lesson that an author is teaching.
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

1. Identify the ways a
reader can identify
theme.
Model Thinking
How can a reader uncover theme in a story:
o Notice repeating patterns and symbols
o Notice any and all allusions.
o Look for the specific details and “particulars” in the story. Do they mean something more than they seem?
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
story elements. Find
examples that “fit” the
information found in
question number one.
3. Evaluate the
choices the author
makes regarding
theme and how those
choices propel the
story/play along.
4. Higher Level –
Review theme and
relate it to character or
conflict and what the
author is leading us to
believe regarding
these ideas.




Evaluate the author’s word choice, language, use of dialogue, and choice of story elements.
Evaluate the author’s “life and times”.
Notice any and all repetition.
Find information in the text that support these ideas.




Use sections one and two to gather knowledge regarding the text.
Section the text in small readable pieces.
Evaluate the text section based on the information above.
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?

Use the above information to analyze the choices the author made regarding life and its meaning….i.e. what the author believes is the
meaning of life.
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)
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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!
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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 . . .
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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!
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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!
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Formative close reading plan for A Raisin in the Sun, Act One, Scene One