A Detailed Lesson Plan in English 9 Quarter 4

I. Objectives
At the end of the lesson, 100% of the students with 85% level of proficiency
should be able to:
a. Analyze the themes of dreams, family, and racial prejudice found in
the play
b. Describe the main characters of the play
c. Criticize the outcome based on the decision of the characters in the
literature

II. Subject Matter

Topic: Literature: A Raisin in the Sun by Lorraine Hansberry
Learning Competencies: EN9LT-IVa-17: Analyze literature as a means of
understanding unchanging values in a changing world
Reference:  K to 12 Curriculum Guide (May 2016) p. 206, 208, A
Journey through Anglo-American Literature Learner‘s
Material for English Online References 
Materials: PowerPoint Presentation and Traditional Instructional
Materials
Skills: Listening, vocabulary, and reading

III. Learning Activities

Teacher’s Activities Students’ Activities
A. Routinary Activities
1. Prayer
Class, please all rise and let us pray
to be led by Ms. Resurreccion. (The class prays.)

Thank you, Ms. Resurreccion!

Good morning, class! Good morning, Sir!

Before you take your seat, please

arrange your chair properly and
pick up the pieces of paper under
your chair. (Students pick up the pieces of paper and
arrange their chair.)

2. Checking of Attendance
Now, let us check the attendance,
class president do we have I’m sorry to report that ____ is absent in our
absentees today? class today, Ma’am.

Her
3. Submission/Checking of
Assignment
Last time we had our assignment,
right? Kindly pass your assignments (Students pass their assignments.)
now.

4. Review of the Past Lesson

Before we proceed to our next topic,
 can someone please recall our (Students raise their hands.)
previous discussion?
Yes, Donna? Our last topic last meeting is “literature”

Very good! So, what have you

learned about the “Literature”? (Students respond.)

Excellent!

Do you have any question or

clarification regarding our last
topic? None, Sir.

B. Motivation
Now, we are going to play a game!
Who’s excited?
The name of the game is “Pic-A-Sun”
But before we start, I will divide the (The class is now divided into 4.)
class into four groups.
For the mechanics of the game, each
group will be given a sun which has
a set of cut pictures at its back that
they are going to arrange and post
on the board. Then, a representative
per group must explain what is
illustrated on the picture.

Now, someone might be wondering

right now about what are those pictures
and the game all about. Can somebody (Students answered)
share their ideas about what they think will
be our topic today?

Very good!

C. Lesson Proper
Class, our topic for today is all about
the story of the Younger family. But Objectives:
before we go deeper, let us first a. Analyze the themes of dreams, family,
read our objectives. and racial prejudice found in the play
b. Describe the main characters of the
play
c. Criticize the outcome based on the
decision of the characters in the
literature
Now, let us first meet the author of
the play titled, “A Raisin in the Sun”
Lorraine Hansberry.

Can you please read, Mr. Cunanan?

(The student reads.)

WHO:
Lorraine Hansberry was an
American playwright whose A
Raisin in the Sun (1959) was the
first drama by an African
American woman to be produced
on Broadway.
(The student reads.)

Can you please read the next one,

Ms. Perera?

WHERE:
Lorraine Hansberry attended
the University of Wisconsin in
1948–50 and then briefly the School
of the Art Institute of (The student reads.)
Chicago and Roosevelt
University (Chicago). After moving
to New York City, she held various
minor jobs and studied at the New
School for Social Research while
refining her writing skills.

And the last one, Ms. Salundaga.

WHAT:
Lorraine Hansberry wrote the
plays A Raisin in the Sun (1959)
and The Sign in Sidney Brustein’s
Window (1964). Her promising
career was cut short by her early
death from pancreatic cancer. A
selection of her writings was
produced on Broadway as To Be
Young, Gifted, and Black (1969;
book 1970).

Now, that we already know the

background of the author. You will
be grouped into four and I want you
to read the summary of our
literature.
And for you to deeply understand
the story of the Younger family, I
have prepared an activity called
“Tree of Knowledge” where in, you
will be asked to pick a grape from
the tree containing: characters and
settings for the yellow ones, and
guide questions for the green ones.

A Raisin in the Sun

By Lorraine Hansberry

The Youngers are a poor

African-American family living on
the South Side of Chicago. An
opportunity to escape from poverty
comes in the form of a $10,000 life
insurance check that the matriarch
of the family (Lena Younger or
Mama) receives upon her husband's
death. Lena's children, Walter and
Beneatha, each have their plans for
the money. The oldest son, Walter
(a man of 35 with a wife and a
young son), wishes to invest in a
liquor store. The younger sister,
Beneatha, currently a college
student, wants to use the money for
medical school. Lena has plans as
well for the money: she wants to
buy a house for the family and
finance Beneatha's medical school.
The environmental pressures are
high: five people live in a tiny one-
bedroom apartment, two families
share a single bathroom, and the
building is run-down and roach-
infested. These pressures increase
when Walter's wife, Ruth, finds out
that she is pregnant for the second
time, and begins seriously
contemplating abortion. Yet even in
an environment where a request for
fifty cents becomes a family conflict,
there is room for ideas and dreams.
Beneatha Younger is the source of
the many of the new ideas and
philosophies that infiltrate the
family's home. Currently in college,
she is constantly challenging the
notions of culture, race, gender, and
religion that her family has grown
up with. She is dating two men who
represent very different aspects of
African-American culture. George
Murchison, the first, is a wealthy
African-American classmate of
Beneatha's. Through his character,
Hansberry is able to illustrate many
of the class tensions that exist
within the African-American
culture. Asagai is her second
boyfriend, a college student who is
from Nigeria. Through Asagai,
Beneatha is able to learn more
about her African heritage. He gives
her Nigerian robes and music,
encourages her idealistic
aspirations, and near the end of the
play invites her to return to Nigeria
with him to practice medicine there.

Walter Younger truly

encapsulates the American dream.
He has a genuine entrepreneurial
spirit and desire to progress. Walter
doesn't want to challenge the
present system as Beneatha does.
Instead, he wishes to progress up
the social ladder into a higher class.
He is unsatisfied with his job as a
chauffeur, and wants a big house, a
nice car, pearls for his wife, and an
office job. In short, he desires the
bourgeoisie lifestyle. Walter's
idolization of wealth and power
actually creates a deep hunger
within him for change, but as long
as obstacles like racism keep him
stagnated, his hopes and dreams
fester. After several events, Mama
realizes the significance of his plans
even though she morally objects to
the idea of a liquor store. After
having made the down payment on
a house in a predominantly white
neighborhood, Lena gives her oldest
son responsibility over the rest of
the insurance money, asking him to
put away a significant portion for
his sister's medical school
education. To the contrary, Walter
decides to invest all the money in
the liquor store business with two
men of questionable character. The
plan falls through when Willy, one
of the "investors", runs away with
all of the money. The family is
entirely dependent on the money:
they already have made plans to
move, and are in the midst of
packing up their things. Devastated,
Walter seriously considered staking
an offer from Mr. Lindner, a
 representative from the white
neighborhood, that would pay the
Youngers extra not to move into
their neighborhood. The option is
immoral in the family's eyes, and
prioritizes money over human
dignity. Walter is determined to
make the deal despite his scruples,
but at the last moment Walter is
unable to make the transaction
under the innocent gaze of his son,
Travis. In the end, the family
decides to move. Even though the
road ahead will be difficult, they
know that they have made an
honorable choice.

Did you understand the summary of (Yes, Sir!)

the play?

Very good!

Alright, did you enjoy the story? (Yes, Sir!)

1. If you were Walter and you are

torn between choosing your dream
and your beloved’s dream, what will (The student answered)
you choose? Why?

2. If you were Mama Lena or

Beneatha and you heard about what (The student answered)
had happened to the money you are
saving, what will you say to Walter?

3. Do you think Walter has an

acceptable reason for him to invest
to build a liquor shop instead of (The student answered)
saving it for Beneatha? Why or why
not?

4. For you, what is more important,

(The student answered)
your dream or your loved one? Why
do you think so?

5. Do you know someone who is

selfish towards other people? (The student answered)
Kindly tell something about that
someone.
Thank you for your answers. It is very
obvious that you really understood the
story of the Younger family.
D. Application
So now, we will be having our next
activity. Are you all ready?
Each of the groups will be assigned
to identify certain parts in the story.

But before that, please proceed to

your respective groups.

Group 1. The Faultfinder (The

group must identify the problem/s
that the character/sin the story
encountered)
Group 2. The Reactors (By
knowing the problem/s, the group
must identify the initial action of the
character/s)
Group 3. The Problem Solvers
(After the character/s take/s an
action, the group must identify what
happened to the problem/s in the
story)
Group 4. The Party Theme (By
knowing what happened to the
whole story, the group must identify
the lesson/s that is seen in the
story)

Congratulations to all the groups! I

hope you enjoyed our activity.

Yes Sir! Thank you.

E. Generalization
Now class, I have a question. What
do you think is the relevance of
knowing the story of Younger family
in the play to the world’s current
situation? (The students answered)
 IV. Evaluation
Instructions: Get ¼ sheet of paper. Write the letter of the correct answer.

1. What does “A Raisin in the sun” symbolize in the play?

a. The dreams of the family member
b. The struggles of the characters
c. The conflicts in the character’s decisions
d. The house where the family lived

2. Who took the money of the Younger family?

a. Karl Lindner
b. Willy Harris
c. Joseph Asagai
d. George Murchinson

3. He is the only white character in the play?

a. Joseph Asagai
b. George Murchinson
c. Bobo d. Karl Lindner

4. Where did the Younger family moved?

a. Chicago slums
b. Clybourne village
c. Clybourne park
d. Chicago’s southside

5. Which among the themes was highlighted when the Younger family refused to accept
the money they were offered by the white?
a. Hope and plans
b. Dynamics and love
c. Dignity in the midst of suffering
d. Rebellion and stubbornness

V. Assignment
Instructions: Read the summary of the novel Romeo and Juliet.

Prepared by:

Chad Marion B. Cortez

Joey L. Gueva
Stacy Claire T. Mesa
Mica A, Pechardo
Jennylyn S. Sagrado
BSEd III-English