A Raisin in the Sun
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Lorraine Hansberry
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Study Booklet* created by
Chris Johnson
Mona Shores High School
*Adapted from various educational resources
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Genre: Drama
A drama tells a story, usually of human conflict, through dialogue and action.
Definition:
• “A story in dramatic form, typically emphasizing conflict in key characters and written to be
performed by actors” (from Harris, et al. The Literacy Dictionary, IRA, 1995)
• “…three necessary elements in drama: (1) a story (2) told in action (3) by characters who
impersonate the characters of the story” (Thrall and Hibbert, A Handbook to Literature,
Odyssey Press,1960)
Purpose:
• To entertain
• To provoke thought and emotion
• To present a visual and aural experience for the audience
Form and Features:
• Dramas/plays consist of two parts: spoken dialogue and stage directions:
• Stage directions describe setting, lighting, movement of characters and props,
intonation of dialogue, costumes.
• Setting for each scene is given in italics at the beginning of the text for that scene.
• Stage directions are usually in italics and square brackets at the appropriate place in
the script.
• Stage directions begin with a capital letter and end with a period, even if not complete
sentences.
• Lines and sections are sometimes numbered on the left-hand side of the page so
references can be made, like definitions.
• There is usually at least one antagonist and one protagonist.
• Characters names are listed at the beginning of the drama/play, usually in the order of their
appearance. This listing often includes brief information including: age, appearance, role in
the play, and/or relationship to other characters in the play.
• Conflict, the tension that exists between the forces in the character’s life, is important in drama
and can be in four forms:
- Person – against – self
- Person – against – person
- Person – against – nature
- Person – against – society
• Dramatic structure has been compared to the tying and untying of a knot. The structure of
dramatic conflict includes the following:
• Exposition creates the tone, introduces the setting and some of the characters and
gives background
• Rising Action or Complication sets the action in motion, continues through stages of
Conflict to the Climax.
• Falling Action stresses the activity of the forces opposing the hero as the action
moves to the Denouement or resolution.
Dramas may include flashbacks and/or soliloquies.
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A BIOGRAPHY OF LORRAINE HANSBERRY
Lorraine Hansberry was born in Chicago on May 19, 1930, and died of cancer at the age of
thirty-four. A Raisin in the Sun, her first play, was also the first Broadway production written
by an African-American woman and the first by an African American to win the New York
Drama Critics Circle Award (1959). It was subsequently made into a film (1961) for which this
screenplay was written by Hansberry but only partially used by David Susskind, the film’s
director and producer, a musical (1973), and a PBS television production for American
Playhouse (1989). Although deeply committed to the African-American human rights struggle,
Hansberry was not a militant writer. Her only other completed play is The Sign in Sidney
Brustein’s Window (1964). Another drama, Les Blancs (1970) was adapted after her death by
her husband and Broadway producer Robert Nemiroff. He also compiled her writings in To be
Young, Gifted and Black: Lorraine Hansberry in Her Own Words (1969), also presented as an
off-Broadway drama in 1969.
SETTING
Southside Chicago; 1950s to present day
CHARACTER LIST
Lena Younger
matriarch; proud; strong-willed; deeply religious; believes in the strength of family
Walter Lee Younger Jr.
ambitious; loves his family; longs to prove his manhood by owning his own business
Beneatha Younger
as ambitious as her brother with plans to be a doctor; needs to express herself, as her
varying hobbies indicate; interested in her African roots
Ruth Younger
loving and faithful wife and mother; wants what’s best for her family; her dream is to move
into a place with more space and sunlight
Travis Younger
his family’s pride and hope for the future; typically energetic ten year old
Asagai
fellow student; loves Beneatha; a “modern” African, committed to preserving the cultural
heritage of his Nigerianpeople
George Murchison
modern African American who believes that success lies in imitating whites; scorned by
Walter Lee whoconsiders him a phony
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THINGS TO THINK ABOUT FOR YOUR FUTURE
Planning for Adult Life
Name _______________________ Birth Date ________ Age ____
Your thoughts about your future are very important.
1. What are your ideas about further schooling or training after high school? Check all that apply.
College
Community College
G.E.D
Trade School
Night School
Armed Services
Adult Education
Special Studies
Paying for Schooling
Other
What needs to be done this year to help you get closer to your schooling or training goals after high
school?
2. What are your ideas about working or employment? Check all that apply.
Part-Time
W ork with Job Coaches
Full-Time
Specialized Workshop
Self-Employment
Armed Services
Other ________________________________________________
What kind of work would you like to do while in school?
What kind of work would you like to do after finishing school?
What needs to be done this year to help you get closer to your work or employment goals?
3. What are your ideas about being a part of your Community?
- Getting Around/Transportation
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Banking
Voting
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Free Time
-
Sports/Fitness
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Joining Groups
What needs to be done this year to help you get closer to your Community Participation goals?
4. What are your ideas about adult living after high school?
- Friends
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Lodging
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Getting Paid
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Managing Money
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Day-to-Day Survival Skills
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Medical Needs
What needs to be done this year to help you get closer to your adult living goals?
__________________________________ _______________________
Student Signature
Date
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StoryTech
It’s (today’s date ten years hence, e.g. January 26, 2019). You have come to your old
favorite pizza place in your hometown for a planned reunion with a few of your friends from
high school. Ten years ago you and these close friends were having a serious discussion
about your individual dreams or vision for your future. The discussion was so good that you
agreed to meet at this location in ten years to check with each other on your progress toward
realizing your dreams/vision. You are early and have time to reflect and write some notes to
share with your friends who will be arriving soon. Reflect on your progress in your journey
toward realizing your dreams/vision and on the positive steps you have taken toward your
goal. Jot down some notes to share with your friends when they arrive:
First describe: (2 minutes)
• what you look like,
• what you are wearing,
• where you are, and
• the way you are feeling.
Now, write about: (10-15 minutes)
your progress toward realizing the dreams/vision you talked about ten years ago. What have
you accomplished?
*Created by Arthur Harkins
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Introducing the Themes
Because the themes of A Raisin in the Sun are mature and, in some communities,
controversial, it may be helpful to be introduced to some of them prior to reading the
screenplay. We will complete these at separate time, but below you will find the themes we
will discuss in class.
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Stereotyping and prejudice
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Dreams and dreams deferred
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The conflict between expectations
•
The strength of family
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Stereotyping and prejudice
A frank exploration of cultural/racial stereotyping should "break the ice." Topics you are
asked to respond should relate to your personal experiences and observations.
1. What is a stereotype? Give an example.
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2. Identify the ethnic/racial/religious groups to which you belong. Discuss one way in
which one or all of these groups are stereotyped. How does this make you feel?
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3. Give some examples of how African-Americans have been stereotyped.
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4. Give some examples of stereotyping of white Americans.
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5. Using any stereotype you have been subjected to, explain the basis for this
stereotype. How does this make you feel? How might this stereotype interfere with
your ability to be successful or happy?
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6. Using any stereotype of an ethnic/racial/religious group of which you are not a
member, explain the basis for the stereotype. How do you think this makes the
members of this group feel? How might this stereotype impede a group member's
ability to be successful or happy?
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7. Relate a situation in which one of your stereotyped attitudes turned out to be wrong.
How do you feel now?
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8. What is meant by prejudice? How do stereotypes relate to prejudice?
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Dreams and dreams deferred
What is meant by the American Dream?
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Does it mean the same for African-Americans as for white Americans? Why or why not?
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What must happen for the dream to come true?
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Please read the following poem by Langston Hughes.
A Dream Deferred
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore-And then run?
Does it stink like rotten meat?
Or crust and sugar over-like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
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1. What is the mood of the poem? How does the poet feel about dreams?
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2. What is the tone of the poem? If you were to hear the poet read it, what would be the
sound of his voice?
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3. What simile does the poet use? What does it mean? How might it relate to what is
likely to occur in the screenplay A Raisin in the Sun?
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4. Do you agree with Hughes? Give examples from personal experiences, books, and
television or film plots about what happens when dreams are lost.
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The conflict between expectations
1. What is expected of you at home? At school (by adults)? Are these expectations
realistic? How do your expectations of yourself differ from adults' expectations of you?
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2. What do your peers (friends, members of your group, others who are not friends or
members of your group) expect from you? Do you share these expectations? How do
they differ?
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3. What problems occur if your expectations and others' expectations of you differ? Give
a specific example from experience or the experience of someone you know.
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4. If your expectations differ from those others have of you, how can you resolve this?
Where does your personal loyalty belong?
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A scene related to this theme that should capture your interest is the confrontation between
Walter Lee, Ruth, and Lena over the spending of the insurance check (102-108). Following
the reading/viewing, respond in writing to the following:
1. What is your opinion of each character?
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2. What conflicts are taking place? Why?
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3. How could they be resolved?
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4. Why are the expectations of each character so different?
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The strength of family
Most students are a part of a family of one kind or another. This is an opportunity for them to
explore their own feelings about family.
1. Write about or discuss what family means to you. You might include: different types of
families, what type of family you are a part of, why your family is important to you,
positive or negative aspects of being a member of a family, what you have learned by
being a part of your family, loyalty or lack of loyalty within your family.
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2.
Imagine what it would be like not to be part of a family. Freewrite for five minutes about
how this makes you feel.
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Study Guide Questions and
Vocabulary
IMPORTANT!!!
Directions: For the study guide questions, you must fully answer each question. Remember
that you are to explain why or why not even if you are not asked. All questions will be
answered with complete sentences, and you must indicate the page number the answer is
found. Failing to complete the above directions for the questions will result in only earning
half the possible points.
For the vocabulary, please follow the directions on the vocabulary sheet.
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Act I Scene One
Part I: Activating Prior Knowledge and Using Context Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean on the lines provided.
1. It's furnishings are typical and undistinguished.
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2. The boy gives her an exasperated look for her lack of understanding and eats grudgingly.
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3. Travis jabs his spoon into his cereal bowl viciously...
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4. ..the mood has changed and he is vindicated, he does not, however move toward her
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5. This ain't no fly-by-night- proposition, baby. I mean we figured it out.
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6. She closes the door with a sleepy vengeance and crosses to the table and sits down a little
defeated.
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7. She waits several seconds, trying to make up her mind about something, and looks at Ruth
a little tentatively.
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8. Studying her mother-in-law furtively and concentrating on her ironing...
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9. Dropping her hands in a futile gesture.
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10. Everybody thinks it's all right for Mama to be a tyrant.
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Part II: Defining the Word -- Match the vocabulary words to their definitions.
_____ 11. undistinguished
A. suggested plan
_____ 12. exasperated
B. with violence or fury
_____ 13. viciously
C. stealthily; expressive of hidden motives
_____ 14. vindicated
D. useless
_____ 15. proposition
E. common; nothing special
_____ 16. vengeance
F. irritated; provoked; irked
_____ 17. tentatively
G. rules in power of a harsh, cruel manner
_____ 18. furtively
H. violently; maliciously
_____ 19. futile
I. cleared of accusation; blame, suspicion or doubt
_____ 20. tyrant
J. uncertainly
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Act I Scene One: Study Guide Questions
1. Why did Walter ask Ruth what was wrong with her?
p. ______ ___________________________________________________________
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2. Why was Ruth upset when Walter gave Travis the money?
p. ______ ___________________________________________________________
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3. Who are Willy and Bobo?
p. ______ ___________________________________________________________
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4. Walter said, "Damn my eggs . . . damn all the eggs that ever was!" Why?
p. ______ ___________________________________________________________
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5. Who is Beneatha?
p. ______ ___________________________________________________________
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6. Why was Mama getting a check for $10,000?
p. ______ ___________________________________________________________
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7. Why did Beneatha say she wouldn't marry George?
p. ______ ___________________________________________________________
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8. What was Beneatha's attitude towards God?
p. ______ ___________________________________________________________
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9. What happened to Ruth at the end of Act I Scene One?
p. ______ ___________________________________________________________
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Act I Scene Two
Part I: Activating Prior Knowledge and Using Context Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean on the lines provided.
1. The radio is on and a Southside disk-jockey program is inappropriately filling the house
with a rather exotic saxophone blues.
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2. You mean save them from heathenism.
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3. Ruth comes in forlornly and pulls off her coat with dejection.
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4. You wear it well...very well...mutilated hair and all.
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5. Assimilationism is so popular in your country.
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6. Insinuatingly to her daughter.
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7. She sets the headdress on haphazardly.
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Part II: Defining the Meaning
Match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them
up in a dictionary.
_____ 8. mutilated
A. unsuitably; improperly
_____ 9. insinuatingly
B. "religion" of those who don't believe in God
_____ 10. haphazardly
C. looking pitiful, desperate or hopeless
_____ 11. inappropriately
D. maimed; damaged
_____ 12. assimilationism
E. belief that minority cultures should dissolve into
a dominant culture
_____ 13. heathenism
F. with more meaning than the spoken word; implying
_____ 14. forlornly
G. without care; characterized by chance
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Act I Scene Two: Study Guide Questions
1. Who is Joseph Asagai?
p. ______ ___________________________________________________________
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2. What did Ruth find out at the doctor's office?
p. ______ ___________________________________________________________
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3. Why is Asagai's present to Beneatha appropriate?
p. ______ ___________________________________________________________
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4. Why is Asagai's nickname appropriate?
p. ______ ___________________________________________________________
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5. What does Mama say is "dangerous"?
p. ______ ___________________________________________________________
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6. Where did Ruth actually go instead of the doctor's office?
p. ______ ___________________________________________________________
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7. Why did Mama call Walter a disgrace to his father's memory?
p. ______ ___________________________________________________________
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Act II Scene One
Part I: Activating Prior Knowledge and Using Context Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean on the lines provided.
1. Coquettishly fanning herself with an ornate oriental fan.
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2. With an arrogant flourish, turns off the good loud blues that is playing.
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3. Oh, don't be so proud of yourself, Bennie - just because you look eccentric.
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4. It means someone who is willing to give up his own culture and submerge himself
completely in the dominant, and in this case oppressive culture.
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5. If it's too hot or cold for you, just wait a minute and it'll change. (She smiles happily at this
cliché of clichés.)
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6. (To Walter, sarcastically), Good night, Prometheus
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7. (Plaintively), Walter Lee - why don't we just try to talk about it...
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8. Mama clamps her lips together, and Ruth advances toward her son menacingly.
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Part II: Defining the Meaning
Match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them
up in a dictionary.
_____ 9. coquettishly
A. tyrannical
_____ 10. arrogant
B. using statements opposite to the underlying meaning
_____ 11. eccentric
C. deviating from the established norm, model or rule
_____ 12. oppressive
D. threateningly
_____ 13. cliché
E. sorrowfully
_____ 14. sarcastically
F. overbearingly proud; haughty
_____ 15. plaintively
G. in a manner befitting a woman who flirts with men
_____ 16. menacingly
H. trite or over used expression or idea
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Act II Scene One: Study Guide Questions
1. What was Beneatha's family doing when George came in?
p. ______ ___________________________________________________________
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2. What are "assimilationist Negroes"?
p. ______ ___________________________________________________________
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3. What did Mama do with her money?
p. ______ ___________________________________________________________
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4. What was Walter's reaction to Mama's purchase? Ruth's reaction?
p. ______ ___________________________________________________________
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Act II Scenes Two and Three
Part I: Activating Prior Knowledge and Using Context Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean on the lines provided.
1. Beneatha and George come in, presumably from an evening out again.
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2. She rebuffs him again and he starts to leave.
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3. Walter, you ain't been to work for three days. (This is a revelation to her.)
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4. Finally, in a decisive gesture, he gets up, and, in mingled joy and desperation, picks up the
money.
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5. His happiness is deep in him; he cannot keep still with his new-found exuberance.
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6. (Amiably, as he sits himself easily on a chair, leaning with interest forward on his knees
and looking expectantly into the newcomer's face.)
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7. ...and the hat is ludicrous and considerably oversized.
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Part II: Defining the Meaning
Match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them
up in a dictionary.
_____ 8. presumably
A. some new information; news
_____ 9. rebuffs
B. having unrestrained high spirits; being overjoyed
_____ 10. revelation
C. probably; reasonably supposed
_____ 11. desperation
D. good naturedly
_____ 12. exuberance
E. laughably ridiculous
_____ 13. amiably
F. condition of being driven to take almost any risk
as a last resort
_____ 14. ludicrous
G. bluntly refuses
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Act II Scene Two: Study Guide Questions
1. How did Ruth find out Walter hadn't been going to work?
p. ______ ___________________________________________________________
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2. Where had Walter been going instead of to work?
p. ______ ___________________________________________________________
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3. What did Mama do for Walter?
p. ______ ___________________________________________________________
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Act II Scene Three: Study Guide Questions
1. Who was Karl Lindner, and why did he visit the Youngers' house?
p. ______ ___________________________________________________________
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2. What was Walter's reaction to Lindner?
p. ______ ___________________________________________________________
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3. What presents did Mama get?
p. ______ ___________________________________________________________
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4. What news did Bobo bring to Walter?
p. ______ ___________________________________________________________
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Act Three
Part I: Activating Prior Knowledge and Using Context Clues
Below are the sentences in which the vocabulary words appear in the text. Read the
sentence. Use any clues you can find in the sentence combined with your prior knowledge,
and write what you think the underlined words mean on the lines provided.
1. In the living room Beneatha sits at the table, still surrounded by the now almost ominous
packing carts.
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2. Already, and after such a small defeat, you are worshipping despair.
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3. What about all the crooks and petty thieves and just plain idiots who will come into power
to steal and plunder the same as before.
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4. "Ah-so this is what the New World hath finally wrought..."
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5. Beneatha ignores the eccentricity of his actions and goes on with the monologue of insult.
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6. The word "Man" has penetrated his consciousness; he mumbles...
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7. You give him up for me? You done wrote his epitaph too-...
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8. She flies to get it amid the general bustling of the family.
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Part II: Defining the Meaning
Match the vocabulary words to their dictionary definitions. If there are words for which you
cannot figure out the definition by contextual clues and by process of elimination, look them
up in a dictionary.
_____ 9. ominous
A. shaped; made
_____ 10. despair
B. long speech or talk made by one person
_____ 11. plunder
C. inscription on a tombstone; summary of
a deceased person's life
_____ 12. wrought
D. menacing; threatening
_____ 13. monologue
E. hopelessness
_____ 14. penetrated
F. among; in the midst of
_____ 15. epitaph
G. to rob of goods by force; loot
_____ 16. amid
H. pierced; affected; diffused
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Act III: Study Guide Questions
1. Why didn't Beneatha want to be a doctor anymore?
p. ______ ___________________________________________________________
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2. How did Asagai define "idealists" and "realists"?
p. ______ ___________________________________________________________
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3. What does Asagai ask Beneatha to do?
p. ______ ___________________________________________________________
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4. What fault does Mama find with herself?
p. ______ ___________________________________________________________
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5. What solution does Walter have?
p. ______ ___________________________________________________________
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6. Why didn't Walter take the money Lindner offered?
p. ______ ___________________________________________________________
______________________________________________________________________
7. Did the Youngers stay or move?
p. ______ ___________________________________________________________
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A Raisin in the Sun
Character Analysis Essay
Assignment: Your task is to write a five paragraph character analysis essay about a character in the
play A Raisin in the Sun. Once you have chosen a character to analyze, choose three adjectives or
descriptive phrases which you can apply to the character – these are traits that the character
possesses. You will organize the body of your essay around these three traits.
Heading: Standard MLA and a creative title
Introduction: In this first paragraph, you will introduce your character. Be creative. Use an
anecdote, a telling quote or incident from the play, or a summary of how the character changes
throughout the play to engage your reader. Remember: your first line must be interesting! Your intro
should be roughly 5-6 good sentences.
Thesis Statement: This sentence is the last sentence of your introductory paragraph. This sentence
will inform the reader what he or she will read in your essay. The thesis should include the
character’s name and the 3 adjectives.
MODEL THESIS: Throughout the play A Raisin in the Sun, Travis presents himself as
mischievous, compassionate, and independent.
This is a good thesis because the reader knows the first body paragraph will show how Travis
is mischevious, the second will demonstrate how he is compassionate, and the third
independent. Also, the descriptors are vivid and apt for the character.
BAD THESIS: In this essay, I will show you how Travis is spoiled, stubborn, and
childish.
Remember, never write “in this essay” or “you” in formal compositions. Not to mention, these
adjectives are weak – you can do better!
Body Paragraph #1: Your topic sentence includes the first adjective listed in your thesis statement to
describe your character. You will support that topic sentence with 2 examples from the book and 1
quote. Your quote must be cited in MLA format. Make sure you explain the connection between the
examples and the adjective. This paragraph should be 6-8 good sentences in length.
Body Paragraph #2: Your topic sentence includes the first adjective listed in your thesis statement to
describe your character. You will support that topic sentence with 2 examples from the book and 1
quote. Your quote must be cited in MLA format. Make sure you explain the connection between the
examples and the adjective. This paragraph should be 6-8 good sentences in length.
Body Paragraph #3: Your topic sentence includes the first adjective listed in your thesis statement to
describe your character. You will support that topic sentence with 2 examples from the book and 1
quote. Your quote must be cited in MLA format. Make sure you explain the connection between the
examples and the adjective. This paragraph should be 6-8 good sentences in length.
Conclusion: Restate your thesis statement, but make sure you reword it. Provide some final,
creative thoughts about the character. This is the last paragraph your teacher reads, so make it
good (5-6 sentences).
Quotation Requirements: You must include the page number of the quotation and introduce or lead
in the quotation properly. For example: When attempting to get money for school, Travis
suggests to his mother, “Could I maybe go carry some groceries in front of the supermarket
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for a little while after school then?”(29). (Notice how I introduced the quotation, where I put the
quotation marks, and how I noted the page number.) See your student handbook or MLA notes for
more help.
Character Choices for Analysis: Please note that some characters will be easier to analyze than
others in that there will be more situations and examples from the text to incorporate into your essay.
Lena
Ruth
Walter
Beneatha
Asagai
Guidelines:
You need an introduction, three body paragraphs, and a conclusion.
Your direct quotations should be no more than three lines long each.
Use an MLA heading and page format
The paper should be at least 2 typed pages long
The paper must be typed; 12 point font; Times New Roman; one inch margins;
double-spaced.
You must have a Creative Title. “Character Analysis”, “Lena”, or something to that
effect does not work.
Include the Character Analysis Chart I gave you for your character along with your
typed rough draft, peer edit, and rubric when you turn in your final copy.
Writing Tips You Must Follow (or lose points): Check and double-check your paper.
Avoid contractions (can’t, won’t, etc) unless in a quotation
Don’t use slang or common words (thing, stuff, etc), unless in a quotation
Write only in third person. Don’t use “you” or “I.”
Do not underline or put your title in quotations
Use sentence variety (simple, compound, complex)
Use specific, vivid, and detailed incidents and examples to support your thesis
Fix all comma splice errors, run-ons, and sentence fragments.
Run spell check, but remember that it won’t catch the wrong use of words
(hear/here)
Write in all present tense. Books never “end” – they continue on for a new reader.
Fix all typing errors.
Make sure all paragraphs are indented a half an inch
Do not use “get” or “got.” Use stronger verbs!
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Character Analysis Plan Sheet
Name of Character____________________________________________________
Adjective One_______________________________________
Example from novel: ________________________________________________________________
_________________________________________________________________________________
Example from novel: ________________________________________________________________
_________________________________________________________________________________
Quote and page
#:_______________________________________________________________________________
_________________________________________________________________________________
Adjective Two_______________________________________
Example from novel: ________________________________________________________________
_________________________________________________________________________________
Example from novel: ________________________________________________________________
_________________________________________________________________________________
Quote and page
#:_______________________________________________________________________________
_________________________________________________________________________________
Adjective Three_______________________________________
Example from novel: ________________________________________________________________
_________________________________________________________________________________
Example from novel: ________________________________________________________________
_________________________________________________________________________________
Quote and page
#:_______________________________________________________________________________
_________________________________________________________________________________
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Character Analysis Final Checklist
Heading & Format:
____Standard MLA format (see
handouts).
____Creative Title.
____Do not underline or put own title in
quotations, bold or larger size.
____Paper is at least 2 pages long.
____Paper is typed.
____12 point font.
____Times New Roman.
____One inch margins.
____Double-spaced.
____All paragraphs are indented ½
inch.
Introduction:
____Use an anecdote, a telling quote or
incident from the novel, or a
summary of how the character
changes throughout the novel to
engage your reader.
____First line must be interesting!
____Intro should be 5-6 good
sentences.
____Novel title is italicized or underlined
Thesis Statement:
____Last sentence of introductory
paragraph.
____Includes the character’s name and
the 3 adjectives.
Body Paragraph #1:
____Topic sentence includes the first
adjective listed in thesis statement.
____1st example.
____2nd example.
____1 quote (no longer than 3 lines).
____Quote cited in MLA format.
____Connection between the examples
and the adjective.
____Paragraph is 6-8 good sentences.
Body Paragraph #2:
____Topic sentence includes the
second adjective listed in thesis
statement.
____1st example.
____2nd example.
____1 quote (no longer than 3 lines).
____Quote cited in MLA format.
____Connection between the examples
and the adjective.
____Paragraph is 6-8 good sentences.
Body Paragraph #3:
____Topic sentence includes the third
adjective listed in thesis statement.
____1st example.
____2nd example.
____1 quote (no longer than 3 lines).
____Quote cited in MLA format.
____Connection between the examples
and the adjective.
____Paragraph is 6-8 good sentences.
Conclusion:
____Restate (reword) thesis statement.
____Final thoughts about the character.
____5-6 sentences.
Writing Tips You Must Follow
____Avoid contractions unless in a
quotation.
____Don’t use slang or common words
unless in a quotation.
____Write only in third person.
____Use sentence variety (simple,
compound, complex).
____Fix all comma splices & run-ons.
____Fix sentence fragments.
____Punctuation is accurate.
____Run spell check.
____Write in all present tense.
____Fix all typing errors.
Have you:
_____ Self-edited
_____ Peer Edited
_____ Submitted to Mr. Johnson
If you can honestly say you have
addressed every one of these issues,
then you are done!
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Six-Point Holistic Rubric for the A Raisin in the Sun Character Analysis
Papers at each level exhibit all or most of the characteristics at each score point.
Score = 6 Essays within this score range demonstrate effective skill in responding to the task. 100%-96%
All components are present in MLA. My introduction shows creativity and imagination in introducing my topic. My
writing had a clear beginning, middle and end. It transitions well between paragraphs. My conclusion shows creativity
and imagination in summing up the overall paper. My paper describes thoroughly (1) what the character looks like;
(2) how the character behaves or acts; (3) what the character says; (4) what the character thinks (look at the
monologues); (5) how other people in the story respond to the character; (6) what the writer tells us directly about the
character; (7) how believable the character is. I cited all information obtained from my sources. I have cited the book
on the Work Cited page in proper form. I have no fragments, run-ons, or comma splices & very few misplaced
commas in my paper. All of the words are spelled and used correctly in my writing.
Score = 5 Essays within this score range demonstrate competent skill in responding to the task. 95%-87%
Most components of MLA are found. My introduction is interesting but could benefit by adding more creativity and
imagination. My writing has a beginning, middle and end and ideas are somewhat connected. My conclusion sums
up the paper but lacks creativity and imagination. My paper leaves out 1 or 2 items from the complete analysis. I
cited most of the information obtained from my sources. The Works Cited page has 1 error. Most of my writing is
error proof with a few exceptions. Almost all of the words are spelled and used correctly in my writing.
Score = 4 Essays within this score range demonstrate adequate skill in responding to the task. 80%-86%
Format is partially MLA. My introduction is abrupt and needs more creativity and imagination. My writing has a
beginning, middle and end, but ideas are not connected. My conclusion is abrupt and needs more creativity and
imagination. My paper leaves out 3 or 4 items from the complete analysis. I cited some of the information obtained
from my sources. My Works cited page has 2 errors. My writing has many errors, but the meaning is clear. Several
of the words are misspelled or used wrong in my writing.
Score =3 Essays within this score range demonstrate some developing skill in responding to the task. 79%70%
Format is incorrectly in MLA. My introduction is extremely abrupt and needs muck more creativity and imagination to
capture the reader’s attention. My writing has somewhat of a beginning, middle and end, but ideas are not
connected. My conclusion is lack development and needs much more creativity and imagination. My paper pays
little attention to the complete analysis. I cited little information obtained from my sources. My Works Cited page has
3 or more errors. My writing has many errors, but the meaning is clear.
Score = 2 Essays within this score range demonstrate inconsistent or weak skill in responding to
the task. 69%-65%
Format is incorrectly in MLA. My introduction is extremely abrupt and needs muck more creativity and imagination to
capture the reader’s attention. My writing is unorganized and confusing. My conclusion is lack development and
needs much more creativity and imagination. My paper pays little to no attention to the complete analysis. I cited
little information obtained from my sources. My Works Cited page is in the wrong format. My grammar interferes with
the meaning of the writing. Word choice and spelling contains multiple errors and makes the paper difficult to
understand.
Score = 1 Essays within this score range shows little or no skill in responding to the task. 64%-1%
NOT MLA Format. I seem to have forgotten my introduction. My writing is unorganized and confusing. I seem to
have forgotten my conclusion. My paper contains very limited analysis if at all of the character. My Works Cited
page is in the wrong format. I do not have a Work Cited Page or it is not in correct form. My grammar interferes with
the meaning of the writing. Word choice and spelling contains multiple errors and makes the paper difficult to
understand.
No Score = 0 Blank, Off-Topic, Illegible, Not in English, or does not include quotations with in-text citations
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Bibliography
Collins, Mary B. A Raisin in the Sun: A Unit Plan. Berlin, Maryland: Teacher’s Pet
Publications, Inc., 1996.
"A Dream Deferred (by Langston Hughes)." CenturyLink Portal. 25 June 1996. Web. 11
Aug. 2010.
"A Raisin in the Sun Literature Guide - TeacherVision.com." Teacher Lesson Plans,
Printables & Worksheets by Grade or Subject - TeacherVision.com. Penguin
Group, 2010. Web. 11 Aug. 2010.
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