Concept Unit

Lesson Plan #7 [90 min]

Unit Working Title: Life Isnt Fair: Overcoming Adversity in Literature
Unit Primary Skill focus: narrative writing
Includes: Vocabulary Instruction/Reading Experience
Critical Learning Objectives:
SWBAT:
COGNITIVE (to know and understand)
1. Students will know that creative acts are a way to express feelings and share
experiences.
c. Students will know that writing is an important mode of expression.
AFFECTIVE (to feel/value) & NON-COGNITIVE
3. Students will feel comfortable sharing their experiences and thoughts.
b. Students will be able share their thoughts and experiences with their peers in
small groups.
PERFORMATIVE (to do)
5. Students will be able to explore the concept of adversity in writing.
c. Students will be able to form an opinion based on a text which addresses the
theme of adversity.
d. Students will be able to discuss a text about adversity in small groups.
SOLS
Communication
7.1 The student will participate in and contribute to conversations, group discussions, and
oral presentations.
a) Communicate ideas and information orally in an organized and succinct manner.
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
Students will be in their small groups of 4. The Board: SSR-15 min
1. [15 min] SSR
As students enter, I point to the board and remind them to start reading the minute
they get in. Please collect your journals as your enter. They are in the Pick Up

basket. Remember, you will be writing on a journal topic, so you might want to
review that list before reading. Beginnow!
2.

[10 min] Journaling

Okay, time! Please answer one of the questions to the best of your ability. If you
finish early, please resume reading.

3. [15 min] Vocab

Welcome! Today we will be reading an excerpt from Richard Wrights Black Boy. But
first, we need to learn some vocabulary terms. Right now, were going to play a game
that helps us learn new vocabulary words. The game is called Kick Me.
[[modified from https://www.teachingchannel.org/videos/making-vocabularylesson-interactive)]]
Each of you will get a sticker with a word or a definition on it. Ill stick it to your
back so you cant see what it says [I put stickers on students backs. Begin to pass out
worksheet.] Please look at the worksheet Ive handed out. Match the words to the
definitions or the definitions to the words on the sheet by walking around the room
and looking at one anothers backs. Use a dictionary if you cant figure out the
meaning of a word. There are only seven words to learn so there are several
repeating stickers. Okay. Begin!
[5 minutes later]
Okay! Who got all of them? Lets go over the worksheet. Everyone make sure to fill
everything out so you can reference this later when you are reading.
4. [5 mins.] Anticipation Guide
Lets begin to get ready for out reading by filling out this Anticipation Guide. This is
to help you prepare for our text. Do this work independently. Will you talk about it at
all?
5. [5 mins.] Setting the Scene
Now we will be watching a short video about the Jim Crow laws. Fill out the 5Ws
worksheet as you watch. You will be turning these in.
http://www.youtube.com/watch?v=ChWXyeUTKg8
http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf
6. [5 mins.] Literacy Test
Now Id like for you to take a literacy test. Literacy tests were used to keep people of
color -- and, sometimes, poor white people -- from voting, and they were
administered at the discretion of the officials in charge of voter registration. If the
official wanted a person to pass, he could ask the easiest question on the test -- for
example, "Who is the president of the United States?" But if he didnt want someone

to pass, sayfor the color of their skin, he would ask really difficult ones like the
ones in this literacy test.
I would like you to answer the first 5 questions of this literacy test to see if you would
pass.
This will not be graded.
7. [5 mins] Discussion
Discuss the literacy test. How would you feel if you lived in a world with Jim Crow
laws? If people bent the rules to cause you a disadvantage? Talk with a partner.
6. [25 minutes] During Reading
Now its time to begin reading. Keep in mind the setting of this story1923
Mississippi where there were Jim Crow laws and discrimination. Lets read the first
page together. [I read the first paragraph] Xavier? Will you read the next bit? Ill say
next when its time to move to the next person. [Once the first page is done] Now Id
like for you to finish reading the rest silently. You also need to complete the During
Reading Questions I am passing out.Do they do that while they read or after? They
may need a little bit more guidance about what these questions are for.
If you finish early, raise your hand. I will give you the After Reading Questions. [If
a student finishes exceptionally early, I encourage him/her to read their SSR book.]
9. Closing [1 min]
Great job! Please turn in the worksheets and Ws chart. For homework tonight, read
15 minutes. Remember to document it in your log! Tomorrow we will continue
studying Black Boy and start writing our own narrative. If your forgot to do the
interview this past weekend, do it tonight. You get one extra day because its so early
in the school year. But we are really starting to get into the swing of things, and Im
going to be more strict once this unit is finished.
Methods of Assessment:
Formative:
Anticipation Guide (5c)
During Questions (1c, 5c)
Discussion notes (3b, 5d)
Differentiated Instruction to accommodate one or more of my profiled students:
I figure Dmitri might struggle in this lesson, so I make sure to allow students the use of a
dictionary during the vocab instruction. I also gave him the reading last Friday so he
could be familiar with the text before the actual class. See Lesson 6s SSR for
conversation.
Materials Needed:
- Projector / computer / internet
- Student tablets
- W-Chart

Anticipation guide
During Questions
2. The story, pages 20-25:
http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syll
abus/1/Textbook%20pages%20278-350.pdf

Materials Appendix:
Anticipation Guide
Adapted from:
http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syllabus/1/
Textbook%20pages%20278-350.pdf
1. What hobby, talent, or interest do you have that might lead to a satisfying career?
2. What might stand in the way of your success?
3. Make a list of people you could do to for encouragement or advice about developing
your talent. Next to each name, explain how he or she could help you.
The text we will be reading today is from Richard Wrights Black Boy. The events that
Wright recalls occurred in Jackson Mississippi in 1923. During this time, many places
passed Jim Crow laws.
4. Do you know what Jim Crow laws are? If so, define them here:
Kick Me!
modified from https://www.teachingchannel.org/videos/making-vocabulary-lessoninteractive)
Fill in the blanks with the appropriate word or definition:
Word
1

Definition

Adversity

Rising from an impulse or

natural tendency;
instinctive; not learned

3
4
5
6

conviction

Ultimate

Innocent; unsophisticated
Strive
Able to express oneself
well or effectively

Master List
Word
1

Adversity

Intuitive

Conviction

4
5
6

Naive
Strive
Articulate

Ultimate

Definition
: a difficult situation or
condition : misfortune or
tragedy
Rising from an impulse or
natural tendency; instinctive;
not learned
A firmly established opinion
or belief
Innocent; unsophisticated
To make an intense effort
Able to express oneself well
or effectively
Most significant; highest or
final

Stickers
Stickers
: a difficult situation or
condition : misfortune or
tragedy
Intuitive
A firmly established opinion or
belief
Naive
To make an intense effort
Articulate
Most significant; highest or
final
5Ws
http://www.eduplace.com/graphicorganizer/pdf/5Ws.pdf
Literacy Test
http://www.pbs.org/wnet/jimcrow/literacy_popup.html
During Reading
Adapted from:
http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syllabus/1/
Textbook%20pages%20278-350.pdf

1. What reason does Richard Wright give for writing his story?
2. How did Wrights classmates, family members, and school principal respond to his
story?
3. Why do you think writing is so important to Wright?
4. What did Wright plan to do if he achieved his dream of going north?
5. What conclusions does Wright draw about Jim Crow laws?
6. What do Wrights words and actions at the newspaper office tell you about his
personality? Use details to support your answer.
7. In your opinion, why did Wrights classmates, family, and principal react as they did to
his story? How were their reactions different rom what he had hoped for?