ENGLISH 9

Name of Learner: Grade Level:

Section: Score:

LEARNING ACTIVITY SHEET

MAKING CONNECTIONS: TEXT TO SELF, TEXT TO TEXT,

TEXT TO WORLD

Background Information for Learners

Making connections is a critical reading comprehension strategy that helps you make
meaning of what you are reading. When you make connections to the texts that you are
reading, it helps you to make sense of what you read, retain the information better, and
engage more with the text itself.
Keene and Zimmerman (1997) concluded that you comprehend better when you make
different kinds of connections. Below are the three kinds of connections when reading a text:

TEXT-TO-SELF
CONNECTIONS:
These are connections where you connect what
you are reading to personal experiences or knowledge.
This is when you realize something you read in a story
has happened to you in your own life. Usually, this
kind of connection comes with the emotions you felt
at that time. It may make you feel happy, afraid, or
sad.

Example of Text to Self: “This story reminds me of

a vacation that I took to the ocean, just like the
main character.”

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TEXT-TO-TEXT
CONNECTIONS
These connections are made when you can
connect what you are reading to other books that you
have read or listened to before. They may make
connections that show how the books share the same
author, have similar characters, events, or settings, are
the same genre, or are on the same topic. A solid text
to text connection occurs when you are able to apply
what you have read from one text to another text.

Example of Text to Text: “I read another book about spiders that explained spiders have
venom and, in this book, I am learning about the top 10 dangerous spiders of the world.”
TEXT-TO-WORLD CONNECTIONS
These are connections where you connect
what you are reading to real events (past of present),
social issues, other people, and happenings going on
in the world. You learn about the world from what
you hear on TV, movies, magazines, and
newspapers. It reminds you of something you have
seen happen to someone you know or have seen in
the news.

Example of Text to World: “I saw on the news about how water pollution was affecting
marine animals, and in this book, I am learning about why pollution can make a marine
animal sick.
Below are some examples of questions that can be used to facilitate connections:

TEXT TO SELF TEXT TO TEXT TEXT TO WORLD

 What does this  What does this  What does this

remind me of in my remind me of in remind me of in the
life? another book I’ve real world?
 What is this similar read?  How is this text
to in my life?  How is this text similar to things that
 How is this different similar to other happen in the real
from my life? things I’ve read? world?
 Has something like  How is this different  How is this different
this ever happened to from other books from things that
me? I’ve read? happen in the real
 How does this relate  Have I read about world?
to my life? something like this  How did that part
 What were my before? relate to the world
feelings when I read around me?
this?
All three of these connections are meaningful and effective when you are able to
make deep, complex, and insightful connections to the text, rather than vague, general, or
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superficial connections.

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Learning Competency
Make connections between texts to particular social issues, concerns, or dispositions in real
life.
EXERCISE 1: READ & CONNECT
Directions: To further enhance your craft in Making Connections,
you are tasked to read an excerpt of the story “The Bully” by
Anne Schraff. Record in your paper the connection you made
while reading. Be sure to include the paragraph number and the
type of connection. You can use the sample table below.

The Bully
1 Man, I hate this place, Tyray Hobbs thought as he walked
slowly towards Bluford High School. The motion from each step
sent a dull jab of pain into his left wrist, making him wince slightly.
Just outside Bluford’s thick steel front doors, Tyray adjusted his jacket, careful to conceal the
bone-colored cast which now encased his left hand. The pain and cast were constant
reminders of the humiliation he suffered four days ago. Until then, Tyray had been the most
notorious bully in Bluford’s freshman class. Six feet tall and muscular, he could clear a path
in a crowd just by showing up. In middle school, Tyray had learned to use his size to
intimidate people he didn’t like. Sometimes, he impressed his friends by forcing smaller boys
to give him money or do his homework. Other times, he threatened kids for fun. At Bluford,
Tyray’s reputation continued to grow. And then Darrell Mercer came along.

2 The first time they met, Tyray thought Darrell was the perfect target — a scrawny,
weak kid who transferred to Bluford in the middle of the school year. Having just moved
from Philadelphia days earlier, Darrell didn’t know a soul in California, and he was scared. A
punching bag with legs, Tyray thought. He had recognized the fear in Darrell’s eyes from day
one. After a bit of pressure, Darrell was giving Tyray his lunch money each week in hopes of
being left alone. It was some of the easiest money Tyray had ever made. But four days ago,
everything changed. The incident replayed in his mind like a scene from an old movie.

3 It happened at lunchtime in the crowded school cafeteria. Tyray was hassling

Darrell for skipping his weekly payment. To embarrass him, Tyray tipped Darrell’s lunch
tray, spilling food all over the smaller boy’s clothes. The trick worked. Kids throughout the
cafeteria howled at Darrell’s mess.

4 Then Darrell did something he had never done before. He stood up to Tyray in front
of everyone.
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 5 “Tyray, you ain’t nothing but a bully,” Darrell called out. “No one in this school
likes you. They are just afraid of you. But you know what? I am not afraid of you no more.
You don’t scare me.” He then demanded that Tyray apologize and clean up the mess.

6 Tyray was shocked at the smaller boy’s bold words. It was true that Darrell had
started acting more confident, especially since he befriended Mr. Mitchell, their nosy English
teacher, and joined the Bluford wrestling team. But Darrell was still a coward. Tyray never
expected him to stand up for himself.

7 Careful not to show his surprise, Tyray stepped over to beat Darrell into a pulp right
there in front of everyone. But Darrell was fast. The next thing Ty r a y knew, Darrell had
swept underneath him, lifted him up, and sent him crashing onto the hard floor of the
cafeteria.

8 Tyray tried to cushion the fall with his left arm, but the impact cracked his wrist
bone with a loud wet snap. He could not believe the amount of pain he felt. A nonstop knifing
ache mingled with the sensation that the inside of his wrist was on fire. Worse than the pain
was seeing that kids who once feared him were laughing. Some even cheered.

9 After the fight, Tyray was taken straight to the nurse’s office. He was still fuming in
the wake of his defeat, and his wrist was swelling by the minute. The nurse’s reaction to his
injury did not comfort him any.

10 “We’ve got to get you to a hospital,” she said. “Your wrist doesn’t look good at
all, Mr. Hobbs. We’ll have to call one of your parents to meet you there.

11 ” Great, Tyray thought to himself. Just great.

12 It was Mom who met Tyray and the school nurse at the Emergency Room of City
General Hospital. For Tyray, sitting in the waiting room in pain for two hours was nothing
compared to enduring his mother’s coddling the entire time.

13 Once the nurse left, Mom looked at Tyray with a pitiful face. At one point, she
even had tears in her eyes. “Mom, I’m fine,” he insisted. Looking at her made him feel even
worse about what happened. He did not want her there, but the school required a parent or
guardian to be at the hospital with him. Tyray knew Mom was the only person he could turn
to. Calling Dad never even crossed his mind.

14 “Honey, I hate to see you in pain,” Mom said, her voice breaking. “And I hate to
see you in trouble. We have an appointment to see the principal first thing tomorrow
morning. You might get suspended—or even worse.”

15 Tyray tried to shrug off the whole thing. “So what,” he said. “I don’t care about
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school. That principal’s wacked anyway.”

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 16 “Well, I care,” Mom responded. “And so should you. I didn’t want to believe the
things that woman told me over the phone. I couldn’t believe my ears. All those tales about
you bullying kids and beating up on people. Tyray, it just breaks my heart. And your father
won’t be pleased by this at all.”

17 Tyray knew Mom was right. His father would definitely not be pleased, but Tyray
could not worry about that yet. He was still in a great deal of pain. And every time he thought
about the fight in the cafeteria, he trembled with rage. Even as the doctor slowly wrapped his
wrist, he was seething in silence.

18 He was not done with Darrell Mercer.

19 The next morning before his first class, Tyray and his mother met with Ms.
Spencer, the school principal, who was sitting stern-faced at her desk. Ty r a y knew by the
tightness in her jaw that he was in big trouble. He just did not know how severe the
punishment would be. Would he be suspended? Expelled?

20 “Good morning, Mrs. Hobbs, Tyray,” Ms. Spencer said, an icy edge to her voice.
She took a sip of coffee from a mug and turned to him. “I’ve heard Darrell’s side of this
story. What do you have to say for yourself?”

21 “Wasn’t my fault,” Tyray mumbled. “Mercer started with me.” “I suggest you tell
me the truth, Mr. Hobbs,” Ms. Spencer said, her voice filled with contempt. “We know how
you have been bullying and intimidating other students. These are serious accusations.

22 I suggest you tell me everything you know.”

23 As his mother listened, her eyes filled with tears. “Please, Tyray,” she whispered.
“Just tell the truth.”

24 “I ain’t done nothing’ wrong. All you hearing’ is lies,” Tyray began, but the anger
in Ms. Spencer’s face stopped him right there.

25 “Mr. Hobbs, you are very close to being expelled from this high school. Do you
understand what I am saying?” Ms. Spencer growled.

26 Tyray imagined what his father’s reaction would be if he got expelled. Tyray was
big, but his father was twice his size. In his high school days, Gil Hobbs was an offensive
lineman on the football team, standing a solid six foot four inches and weighing almost three
hundred pounds. Tyray knew his father would be furious if he got expelled. He shuddered as
he thought of his father’s response to such news.

27 “Okay, okay,” Tyray said to the principal.

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 28 “Not ‘okay, okay,’” Ms. Spencer snapped. “That won’t cut it around here. It’s ‘I
understand, Ms. Spencer.’”

29 Tyray was not used to being put in his place, not even by teachers. He felt a
burning rage for the skinny woman glaring at him behind wire rim glasses. But she had the
power now. So Tyray swallowed hard and mumbled, “I understand, Ms. Spencer.”

30 “Good,” the principal said crisply. “Now then, you will be suspended for three
days for fighting and for bullying 7 other students. The suspension begins at once. And if
there is ever any more bullying, Mr. Hobbs, I’ll see to it that you are out of this school
permanently.”

31 “Don’t worry, Ms. Spencer,” Tyray’s mother said, wiping her eyes. “I know
Tyray’s sorry, and I’m sure he’ll behave from now on.”

32 “I hope so,” Ms. Spencer added. “For his sake.”

33 Tyray shrugged his shoulders but said nothing. Ms. Spencer’s threats were nothing
compared to what was waiting for him at home when his father found out about the
suspension.

34 “You little punk!” Dad screamed later that night. “Where you get off fightin’ and
messin’ around in school and gettin’ your hand busted?”

35 “Gil,” Mom said in her soft voice, “he’s in a lot of pain—”

36 “Woman, don’t give me that!” Dad yelled, causing Mom to cower. “You been
coddlin’ this boy all his life, and that’s why we got this kind of trouble with him now. I’m
glad he’s in pain, understand? Now leave us alone.”

37 Mom hurried out of the room, lines of worry creasing her forehead. Tyray knew
she was just as afraid of Dad as he was. He could count on his mother to protect him only so
much.

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 EXERCISE 1: READ & CONNECT

MAKING CONNECTIONS

TEXT-TO-SELF TEXT-TO-TEXT TEXT-TO-WORLD

 When I read the part  This story reminds  This story makes me
about me of (title of the think of
, story) because
it reminded me about because
.
 I can connect to  The way this story  This story reminds
(character) is written reminds me of something I
because . me of the story heard in the news
because
 I can understand how  This is similar to  This is like
(character) felt
because
 The part of the story
where(describe an event
in the story)
reminds me of the time
I

EXERCISE 2: SHARE YOUR CONNECTIONS

Directions: Share your thoughts and reactions about the story which you have just read in
this Double-Entry Journal. In the first column, write a quote or situation from the text that
you can react to. Then, in the second column, record your reactions which should make a
connection between the text and yourself, another text, or the world.

DOUBLE-ENTRY JOURNAL
IDEA FROM TEXT REACTION/CONNECTION
Example
 Sometimes, he impressed his friends  It reminds me of my classmate in
by forcing smaller boys to give him elementary days who shares his
money or do his homework. “baon” with his “tropa” and mocked
those who don’t have money to buy
their snacks during recess time.

 Text-to-Self Connection

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 1.

2.

3.

4.

EXERCISE 3: ASSESS YOUR CONNECTIONS

Directions: Evaluate your ability in making

connections using the rubric below.

CLOSURE/REFLECTION:
 Summarize the main point of the lesson in one
sentence.

 Which type of connection was the easiest to

make? Which type was the most challenging?

 How do you think making connections will help you

in the future?

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Name of Learner: Grade Level:
Section: Date:

LEARNING ACTIVITY SHEET

Connecting Lives

Background Information for Learners

Making Connections is a reading comprehension strategy that helps you find meaning
in a text by connecting it to your background knowledge. It is particularly important for you
to connect learning to your experiences, culture and family at home.

Types of Connections
1. Text-to-Self Connection
Text-to-Self connections occur when something in the text reminds the reader
of a personal experience.
2. Text-to-Text Connection
Text-to-text connections occur when something in the text reminds the reader
of a previously read text.
3. Text-to-World Connection
Text-to-world connections are connections between events in the story and the
things that I’ve seen or read about occurring in the real world.

The following are guide questions in making connections:

o Focusing on text-to-self connections:

▪ What does this story remind you of?
▪ Can you relate to the characters in the story?
▪ Does anything in this story remind you of anything in your own
life?
o Focusing on text-to-text connections:
▪ What does this remind you of in another book you have read?

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 ▪ How is this text similar to other things you have read?
▪ How is this text different from other things you have read?

o Focusing on text-to-world connections:

▪ What does this remind you of in the real world?
▪ How are events in this story similar to things that happen in
the real world?
▪ How are events in this story different from things that happen
in the real world?

Learning Competency with code

EN9VC-11a-1.4: Establish connections of events and how these lead to the ending of a
material. (Quarter 2, Week 1, Lesson 1 – Finding Greatness)

Directions/Instructions:

Activity 1. Knowing your Connections

Answer the following questions correctly.

1. What type of connection is this?

I read a book about how grocery stores get their food. It reminded me of
the grocery trucks that drive by on the highway every day.’
a. Text-to-Text
b. Text-to-Self
c. Text-to-World
2. What type of connection is this?
a. read a book about what life was like before electricity. It reminded me
of the time I went camping in a cabin that had no electricity.
a. Text-to-Text
b. Text-to-Self
c. Text-to-World
3. What type of connection is this?
I read a non-fiction book about how to get better at tennis. It reminded me
of last summer when I attended a tennis camp to improve my skills.
a. Text-to-Text
b. Text-to-Self
c. Text-to-World
4. What kind of connection is this?
I read a magazine about the new airport the city is planning to build. It
reminded me of how small many local airports are.
a. Text-to-Text
b. Text-to-Self
c. Text-to-World
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 5. What kind of connection is this?
I read a magazine about how eggs are produced. It reminded me of my
last visit last summer to my grandparents’ farm.
a. Text-to-Text
b. Text-to-Self
c. Text-to-World

Activity 2. Making Good Connections

Create a possible dialogue between the following:

student-parent, student-friend and student-teacher

Situation:
Shirley received an academic recognition from her school. How do you
think a supportive parent would speak to the child? Would others such
as a friend or a teacher speak to the child in the same manner?

student-parent

student-friend

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student-teacher

Activity 3. Connecting to People

Use a graphic organizer to list which foods/dietary contributions lead to certain
diseases. Look for similarities and differences to make conclusions on which
food/lifestyle/choices people should avoid to live a healthy life.

FOODS THAT PEOPLE LOVE TO EAT

(Wants and Needs)

Conclusion:

Closure/Reflection:
Complete this statement:
What I have learned in this activity

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 ENGLISH 9
Name of Learner: Grade Level:
Section: Score:

LEARNING ACTIVITY SHEET

ANALYZE LITERATURE AS A MEANS OF UNDERSTANDING

UNCHANGING VALUES IN THE VUCA (VOLATILE,
UNCERTAIN, COMPLEX, AMBIGUOUS) WORLD

Background Information for Learners

Life gets even harder for people who do not dream of making it a little better. Keep
reaching for your dreams; keep reaching for your goals which you have created with your
heart and soul. And every time you fail, hold on to it tightly; never let it go. It may get harder
every day but every step you put forward is a great leap towards triumph. After all, chances
are, the life you try to redefine is just right there at the corner. (Anglo-American Literature
LM)

Learning Competency with Code: EN9LT-IIa-15: Analyze literature as a means of

understanding unchanging values in the VUCA (volatile, uncertain, complex, ambiguous)
world

Read the text below then answer the activities that follow:

A Raisin in the Sun

Lorraine Hansberry

The action of the play is set in Chicago’s Southside, sometime between World War
II and the present.

Act I
Scene One: Friday Morning
Scene Two: the following morning

(Ruth comes in forlornly and pulls off her coat with dejection. Mama and Beneatha both
turn to look at her.)

RUTH (dispiritedly): Well, I guess from all the happy faces – everybody knows.
BENEATHA: You pregnant?
MAMA: Lord have mercy, I sure hope it’s a little old girl. Travis ought to have a little sister.
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 BENEATHA: Oh, Mama.
RUTH (wearily): She’s twenty years old, Lena.
BENEATHA: Did you plan it Ruth?
RUTH: Mind your own business.
BENEATHA: It is my business – where is he going to live, on the roof? (There is silence
following the remark as the three women react to the sense of it.) Gee – I didn’t mean that
Ruth, honest. Gee, I don’t feel like that at all. I – I think it is wonderful.
RUTH (dully): Wonderful.
BENEATHA: Yes – really.
MAMA (looking at RUTH, worried): Doctor say everything will be alright?
RUTH (far away): Yes – she says everything is going to be fine...
MAMA (immediately suspicious): “She” – What doctor you went to?
(Ruth folds over, near hysteria)
MAMA (worriedly hovering over RUTH): Ruth honey – what’s the matter with you –
you sick?
(RUTH as her first clenched on her thighs and is fighting hard to suppress a scream that
seems to be rising in her)
BENEATHA: What’s the matter with her, Mama?
MAMA (working her fingers in RUTH’s shoulders to relax her): She be all right. Women
gets right depressed sometimes when they get her way. (Speaking softly, expertly,
rapidly). Now you just relax. That’s right...just lean back, don’t think ‘bout nothing at
all...nothing at all –
RUTH: I’m all right...
(The glassy-eyed look melts and then she collapses into a fit of heavy sobbing. The bell
rings.)

(The front door opens slowly, interrupting him, and TRAVIS peeks his head in, less than
hopefully.)
TRAVIS (to his mother): Mama, I –
RUTH: “Mama I” nothing! You’re going to get it boy! Get on in that bedroom, and get
yourself ready!
TRAVIS: But I –
MAMA: Why don’t you all never let the child explain hisself
RUTH: Keep out of it now, Lena.
(Mama clamps her lips together, and RUTH advances towards her son menacingly.)

RUTH: A thousand times I have told you not to go off like that –
MAMA (holding out her hands to get grandson): Well – at least let me tell him
something. I want him to be the first one to hear... Come here Travis. (The boy obeys,
gladly.) Travis
– (She takes him by the shoulder and looks into his face) – you know that money we got in
the mail this morning?
TRAVIS: Yes ‘m---
MAMA: Well – What you think your grandma gone and done with that money?
TRAVIS: I don’t know grandmamma.

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 TRAVIS) You glad about the house? It’s going to be yours when you get to be a man.
TRAVIS: Yeah – I always wanted to live in a house.
MAMA (She takes an envelope out of her handbag and puts it in front of him and he
watches her without speaking or moving.): I paid the man thirty-five hundred dollars down
on the house. That leaves sixty-five hundred dollars. Monday morning I want you to take
this money and take three thousand dollars and put it in a savings account for Beneatha’s
medical schooling. The rest you put in a checking account – with your name on it. And
from now on, any penny that come out of it or that go in it is for you to look after. For you
to decide. (She drops her hand a little helplessly.) It ain’t much, but it’s all I got in the
world and I’m putting it in your hands. I’m telling you to be the head of this family from
now on like you supposed to be.
WALTER (stares at the money): You trust me like that, Mama?

Directions: Here are different exercises to develop your skill in our lesson. Answer the
exercises the best you can.

Activity 1. Answer the following questions.

1. What are Mama’s dreams for her family?
For Travis:

For Beneatha:

For Walter:

2. Do you agree with the mother’s decisions/dreams for her family? Why?

Activity 2. Take a good look at the illustrations below. Can you tell what they dream about?
Write your answers on the spaces provided for you beside each picture

Picture 1

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Picture 2

Picture 3

Activity 3. Using the bubble map below, share your dreams and goals in life. Write your
answers in the bubbles.

MY DREAMS
IN LIFE

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Activity 4. Below is a list of possible themes which are applicable for the play. Pick one
among these and look for a scene in the play that supports the theme you have chosen. Write
the complete dialogue from the play on the spaces provided for you.

Hopes and dreams Pride frustrations with one’s actions

Segregation/discrimination
new beginnings
Love for family Strength of family

Theme:
Scene from the play:

Activity 5. Read the quotation below the write your reflection about it.

“Dare to live the life you have dreamed for yourself. Go forward and make your
dreams come true.”

- Ralph Waldo Emerson

My Reflection:

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 ENGLISH
9 Grade Level:
Name of Learner: Date:
Section:

LEARNING ACTIVITY SHEET

ANALYZE LITERATURE AS A MEANS OF UNDERSTANDING
UNCHANGING VALUES IN THE VUCA (VOLATILE,
UNCERTAIN, COMPLEX, AMBIGUOUS) WORLD

A Raisin in the Sun

Lorraine Hansberry

Background Information for Learners

YOUR JOURNEY
Life gets even harder for people who do not dream of making it a little better. Keep
reaching for your dreams; keep reaching for your goals which you have created with your
heart and soul. And every time you fail, hold on to it tightly; never let it go. It may get harder
every day but every step you put forward is a great leap towards triumph. After all, chances
are, the life you try to redefine is just right there at the corner.
The literary text used in this unit focuses on a drama, A Raisin in the Sun as a unique
form of literature and as a means for you to understand unchanging values in a changing
world. (Anglo-American Literature LM)

Overview of the Play

A Raisin in the Sun is a play written by Lorraine Hansberry, which debuted on
Broadway in 1959. The play is titled after a famous verse from Langston Hughes' poem,
'Harlem.' The play is about a Black family in Chicago that struggles to improve their situation
in life with the insurance payout from the father's death.
Walter and Ruth Younger live with their son, Travis, Walter's mother, Mama, and
Walter's sister, Beneatha, in a tiny and dilapidated apartment on the south side of Chicago.
Walter wants to open a liquor store with his friends Willy and Bobo. He wants to use the life
insurance payout from his father's death to invest in the business. His mother disapproves,
wanting to use the money for a new house in an all-white neighborhood. After they put a
down payment on the house, a representative of the neighborhood offers to buy them out in
order to prevent a Black family from moving into the neighborhood. The Youngers
ultimately reject this bribe, moving into the new home. Their future seems uncertain and
slightly dangerous, but they are optimistic and determined to live a better life. They believe
that they can succeed if they stick together as a family and resolve to defer their dreams no
longer.

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Learning Competency
Analyze literature as a means of understanding unchanging values in the VUCA (volatile,
uncertain, complex, ambiguous) world
(Quarter 2, Week 2)

ENRICHMENT ACTIVITIES
ACTIVITY 1. GRASP IT!

1. What is Mama’s greatest dream for her family? State her reasons behind it.

Mama’s Greatest Dream

N
S

2. How does the dream of every member of the Younger family differ and agree with
one another? Accomplish the Venn Diagram.

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 Mama

Walter Beneatha

Dream

3. What does Walter want to do with the insurance check? Discuss his motive. Why do you
think Mama does not approve it?

4. Does any of the characters in the play remind you of someone? How does that
someone plan his course of action to realize his dream?

5. Would you have dreamt of the same thing for your family? Why?

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ACTIVITY 2. PREDICT A DREAM
From the story, Mama dreams of moving into a house with lawn- where Travis could
play – a part of her great “American Dream” which she nurtures with her husband. Walter
dreams of putting up a business and Beneatha dreams of finishing a medical course.
In reality, most people likewise hold on to a dream. Take a good look at the
illustrations. In the given predicament, can you tell what they dream about? Write 3-5
sentences discussing their dreams.

photo from dailymail.co.uk

photo from the asia

foundation

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 photo from arab news

photo from who.int

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 photo from The New York Times

ACTIVITY 3. DARE TO CLIMB. Plot the events in the play by writing them inside the
space provided. Answer the guide questions below.

Summary: Plot Overview

A Raisin in the Sun portrays a few weeks in the life of the Youngers, an African-
American family living on the South Side of Chicago in the 1950s. When the play opens, the
Youngers are about to receive an insurance check for $10,000. This money comes from the
deceased Mr. Younger’s life insurance policy. Each of the adult members of the family has an
idea as to what he or she would like to do with this money. The matriarch of the family,
Mama, wants to buy a house to fulfill a dream she shared with her husband. Mama’s son,
Walter Lee, would rather use the money to invest in a liquor store with his friends. He
believes that the investment will solve the family’s financial problems forever. Walter’s wife,
Ruth, agrees with Mama, however, and hopes that she and Walter can provide more space and
opportunity for their son, Travis. Finally, Beneatha, Walter’s sister and Mama’s daughter,
wants to use the money for her medical school tuition. She also wishes that her family
members were not so interested in joining the white world. Beneatha instead tries to find her
identity by looking back to the past and to Africa.

As the play progresses, the Youngers clash over their competing dreams. Ruth
discovers that she is pregnant but fears that if she has the child, she will put more financial
pressure on her family members. When Walter says nothing to Ruth’s admission that she is
considering abortion, Mama puts a down payment on a house for the whole family. She
believes that a bigger, brighter dwelling will help them all. This house is in Clybourne Park,
an entirely white neighborhood. When the Youngers’ future neighbors find out that the
Youngers are moving in, they send Mr. Lindner, from the Clybourne Park Improvement
Association, to offer the Youngers money in return for staying away.

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 The Youngers refuse the deal, even after Walter loses the rest of the money ($6,500)
to his friend Willy Harris, who persuades Walter to invest in the liquor store and then runs off
with his cash.

In the meantime, Beneatha rejects her suitor, George Murchison, whom she believes
to be shallow and blind to the problems of race. Subsequently, she receives a marriage
proposal from her Nigerian boyfriend, Joseph Asagai, who wants Beneatha to get a medical
degree and move to Africa with him (Beneatha does not make her choice before the end of the
play). The Youngers eventually move out of the apartment, fulfilling the family’s long-held
dream. Their future seems uncertain and slightly dangerous, but they are optimistic and
determined to live a better life. They believe that they can succeed if they stick together as a
family and resolve to defer their dreams no longer.

from https://www.sparknotes.com/lit/raisin/summary/
1. What is the beginning of the story?
2. What are the complications and struggles faced by the characters?
3. What is the turning point of the story?
4. When do the problems and complications begin to be resolved?
5. What is the final outcome of the story?

Climax

Rising Action Falling Action

Introduction Denouement

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Times.
 ACTIVITY 4. CHECKPOINT
A. Encircle the letter of the correct answer.
1. What does “A Raisin in the Sun” symbolize in the play?
A. dreams of the family members
B. struggles of the characters
C. conflict in the characters’ decisions
D. house where the family lived in

2. He is the only white character in the play.

A. Joseph Asagal C. Bobo
B. George Murchinson D. Karl Linder

3. Which event is included in the rising action of the story?

A. Lena received the insurance money.
B. The Younger moved out from the house.
C. Conflict arose due to the characters’ individual dreams.
D. Walter loses the insurance money.

4. Where did the Younger family moved?

A. Chicago slums C. Clybourne Park
B. Clybourne village 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. dreams, hopes and plans C. dignity in the midst of suffering
B. family dynamics and love D. rebellion and stubbornness
B. True or False. Write true in the blank if the statement is correct. If
false, write the word/s that would replace the underlined word/s to make
the sentence correct.
6. Beneatha Younger wanted to be a teacher someday.
7. Travis is Mama Lena’s son.
8. Ruth Younger is Lena Younger’s daughter-in-law.
9. Travis Younger would like to invest in a liquor business.
10. Ruth Younger is pregnant during the events in the story.

C. Identify the characters who said the following lines. Write your
answers on the blank. First names will do.
11. I ain’t never stop trusting you. Like I ain’t never stop loving
you.
12. You pregnant?
13. You’re going to get it, boy! Get on in at that bedroom, and
get yourself ready.
14. You trust me like that, Mama?
15. Yeah – I always wanted to live in a house.

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Note: Practice Personal Hygiene Protocols at all
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 ACTIVITY 5. THE DREAM BOARD
Design a board game that represents a real-life journey from the
moment you were born until the time you believe you’ll achieve your
dreams. You may use icons or pictures to represent the different stages
of your life and the dreams you want to achieve. Make your icons more
prominent to the point where you overcome those challenges. Mark it
with a trait or values that you believe you possess and that enables you
to leap over it. Use your creativity.

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Note: Practice Personal Hygiene Protocols at all
Times.