Real World Unit Plan

Real World Unit Plan
Naomi Goralski
In my Real World Unit Plan, I chose to integrate the novel, The Color Purple by Alice
Walker, in order to address and teach the themes of religion, family, women’s rights, sexuality,
and race/culture in relation to identity and adversity. The essential questions I chose to focus on
include: How does one face and overcome adversity? In what ways do gender, race, religion,
impact our identity? Throughout the unit, the teaching strategy used is cooperative group
learning. The students will participate in day to day group discussion activities. Additionally,
throughout the unit, the students will meet with a particular theme group a couple times
throughout the novel and will gradually become expert on the given theme in relation to
adversity and identity. If this unit were to be completed in its entirety, the students would give
presentations on their theme of the novel as their final, cumulative assignment.
This novel is quite graphic and contains mature content, therefore, the students that
would benefit most from this novel would be 11th or 12th grade AP/Honors students. The reason
I chose to integrate The Color Purple into the unit is because of the value it brings to learn about
the African American culture, specifically in the early 1900s in America. This multicultural
novel gives light to the brutal realities of history and the injustices of African Americans and
additionally women of the time. The issues and themes that are prevalent in The Color Purple
are still relevant topics of today. For example, the female protagonist, and other female
characters in the novel all deal with oppression, the feminist movement in even more relevant in
today’s times. Additionally, in the novel racial discrimination, violence, and power are all
common tropes, specifically I think of police brutality and wrongful accusations of African
American. This happens in the novel and happens today, and there are many other instances of
this throughout the novel. In Maxwell, Maiser, & Knight (2011), include Alice Walker on their
list of outstanding women African American authors to teach in order to include selections of
literature about minority groups and cultures (pp. 190). They also discuss how it is important to
include women. Given so, Walker, and specifically The Color Purple, is an important novel to
teach because of the multicultural representation, and women representation.
Additionally, I will be pairing this classic with contemporary pieces like poetry, music,
and current events. Gaughan (2001), Gaughan states that teaching in the contact zone, where
cultures meet, clash and grapple with each other, teachers can open student’s mind to difference
(pp. 9). Gaughan specifically touches upon that “reading contemporary and young-adult
literature about people different from themselves, thinking critically about it, and expressing that
thinking in writing” will prepare students for college and give the students the ability to
empathize with people that have differences (pp. 9). Therefore, by teaching this novel and
mixing in other contemporary pieces, I will meet the students in the contact zone, and be able to
teach students about empathy, injustice, adversity, identity, and everything else this novel
touches upon.
As mentioned before, when reading and discussing the novel and other contemporary
texts, the students will be working mostly in cooperative groups. Maxwell, Maiser, & Knight
(2011) discuss how oral language is a neglected element of teaching and how it is important to
incorporate oral language into the classroom. The authors state that “Group work and
cooperative learning activities provide students with opportunities to develop oral language skills
while engaging in a learning task. As students engage in cooperative learning tasks, they are
developing multifaceted language skills” (pp. 81). Additionally, in comparison to seat work, the
students have more actively engaged, task-oriented behavior in groups (pp. 81). Given these
benefits, I believe that students will gain more knowledge and be more invested in the content
we are learning when the role of the teacher shifts to being a facilitator. The students are able to
grapple with their own ideas, and peer’s ideas, which may be more concrete and make more
sense to them. By working in groups, I believe that the students are gaining language skills,
group work skills, and gaining the ability to make sense of information on their own.
Essential questions:
1. How does the one face adversity?
2. In what ways do gender, race, religion, impact our identity?
Day of 1 of 15: The Color Purple, 12th Grade E/LA (General Education)
Standards:
11-12.SL.3.2 Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis,
and tone used.
Objectives/Student Outcomes:
By the end of the block, students will be able to:
● Identify common themes, writing techniques, or tropes of a particular literary lense.
● Predict how the particular literary lense lends itself to The Color Purple.
Materials Needed & Advanced Preparation:

● Gallery Walk materials (see below in anticipatory set)
● Powerpoint of lense descriptions: common themes, writing techniques, tropes, form.
● Excerpts for each lense: See section C for the titles.
● Blank “twitter” papers
Procedures:
A) Anticipatory Set (25 min):
○ Gallery walk incorporating different multimedia sources and topics
■ Art piece, “Ascent of Ethiopia” by Lois Mailou Jones
■ Excerpt from introduction - pg. 6
■ Interview with author
■ “Mother to Son” by Langston Hughes
■ Historical context - Harlem Renaissance
■ Song - Quincy documentary
■ Dancer, Josephine Baker
○ Silent gallery walk with having them write their reaction on a large sheet of
paper, which is hanging at the station
○ Come back together, have a discussion about the students’ thoughts and
reactions
● Have a conversation about the summary of the book and segway into a discussion
about maturity and content of the book (7 min)
○ Expectations of being mature, etc.
○ If you feel uncomfortable at any certain parts, you can leave the room and/or
skip that section
B) Introduce lenses (20 min)- Students will be grouped into different themes or lenses
that they will be responsible for following throughout the reading of their novel. To
introduce this, present brief overview of what students should be looking for during reading;
students can select which group they want to be a part of after you have given the
presentation. The students will also be given a presentation on Epistolary novels and what
that entails
○ Religion
○ Family
○ Women’s rights
○ Sexuality
○ Race/culture
○ Epistolary Novel (NOT a lense, just for classroom knowledge about genre of
book)
● Have the students sign up for a group. Set a limit for # of people per group (4-5
ideally)
C) Select an excerpt, poem, etc. to have the students practice analyzing from the lense
they selected (17 min total)
○ Religion: “The Dash” by Linda Ellis
○ Family: “Home” by Gwendolyn Brooks
○ Women’s rights: “Sweat” by Nora Zeale Hurston
○ Sexuality: “poem where I be & you just might” by Danez Smith
○ Race/culture: “poem where I be & you just might” by Danez Smith
● Before giving the passage, go over the expectations of annotations. Assume these
students know how to annotate already. (3 min)
● Have the students independently annotate the passage (10 min)
● Have the students share with their lense group what they found (5 min)
Closure (5min):
Based on the student’s surface knowledge of what the novel is about, the students will write
on a piece of paper in a “tweet” format how their lense/theme will relate to the novel. We
will post them on the wall so that students can check back to it during their time reading
Standards:
11-12.SL.2.1 Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building
on others’ ideas and expressing personal ideas clearly and persuasively
11-12.RL.2.1 Compare and contrast the development of similar themes or central ideas
across two or more works of literature and analyze how they emerge and are shaped and
refined by specific details
● Create a letter to understand the significance of epistolary form
● Evaluate how Walker’s life may have affected her writing
● Analyze the development of a theme throughout a text

1. Whiteboard
2. Dry-erase markers
3. Journals
4. Projector for Bellwork
5. https://www.biography.com/people/alice-walker-9521939
Procedures:
A) Bell Work (10 minutes):
Have students get out their writing journals as they enter the classroom. Ask students to
write a letter about a time something happened to them, but felt they couldn’t tell anyone.
Ask:
1. Who would write the letter to?
2. What would you say?
3. How did you feel when writing this?
Allow students to share if they want. Segway into the format of the book. Talk about how
this significant:
1. Epistolary form
2. Notable in 18th and 19 century
3. Establishes deep relationship with the reader
4. Direct communication from the main character
5. Better understand the present tense and immediate
B) Alice Walker - https://www.biography.com/people/alice-walker-9521939 (25
minutes):
Students will learn about Alice Walker by being split into groups of 4. Students will read
their assigned passages, from the above website, as a group and summarize / quote the main
point from their section. They will then write their findings on the whiteboard and share
with the class. The categories are:
1) Who is Alice Walker?
2) Poor Upbringing
3) Schools and Early Career
4) Marriage and Family
Students will get into their lense groups and determine how their theme from The Color
Purple could be influenced by Walker’s life and experiences. Students will write these down
and share with the class.
C) Read Letters 1-7 in class (15 minutes):
1. Pass out books at this time, instruct students to put name in book
2. Remind students that if they feel uncomfortable they are welcome to leave the room /
skip a section
3. Instruct students to annotate while reading
4. Read the first 4 letters outloud to the class
5. Have students read the last 3 letters out loud
D) Think Pair Share (10 minutes):
1. Have students complete a quick write about their initial thoughts and feelings
2. Have them share with an elbow partner
3. Ask groups to share with the class
E) Have students get in their lense groups (10 minutes):
Students will get into their lense groups and share annotations and how they annotated
specifically through their lense throughout the first 7 letters. Teacher will walk around to
check in with groups to ensure student understanding of annotations through lense.
Closure (10 minutes):

Summarize what we did in class today, have students write down one thing they found
interesting on a slip of paper. Once they are done, have students crumple up the piece of
paper and throw it in the middle of the classroom. Have students go and pick one up and
share around the classroom.
Standards:
11-12.RL.4.2 Analyze and evaluate works of literary or cultural significance in history
(American, English, or world) and the way in which these works have used archetypes
drawn from myths, traditional stories, or religious works, as well as how two or more of the
works treat similar themes, conflicts, issues, or topics.
11-12.RN.4.2 Synthesize and evaluate multiple sources of information presented in different
media or formats as well as in words in order to address a question or solve a problem.
11-12.RV.3.3 Interpret figures of speech (e.g., paradox) in context and analyze their role in
the text.
● Have a better understanding of the history of female rights in the United States.
● Realize the expectations of females during the earlier 1900’s -- when the novel took
place.
● Analyze song lyrics in a figurative way, and also be able to apply that to what they
have learned so far in the book, in their own personal lives, etc.
● Analyze and select songs in relation to their lens group topic, as well as being able to
provide explanation of selection

● Padlet created on (https://padlet.com/) -- collaborative sticky notes website
● Sheets of paper with dialogue between Carrie and Kate for two students to read (put
document up on the projector for the rest of the students to see)
● Worksheet with KWL Chart
● Crash Course video on history of women’s right: https://youtu.be/fM1czS_VYDI
● Song lyrics to “Black Eyes, Blue Tears”
● Example of a literary playlist with explanations of songs and how they apply
Procedures:
A) Bell Work (10 minutes):
● Have students work individually on the class Padlet at the very beginning of class
answering a few questions from yesterday’s discussion, specifically referring back to
the activity at the end of the class. Padlet is a website where students can
anonymously add “sticky notes”/text boxes/pictures beneath certain discussion
questions in a collaborative way. I would keep the Padlet projected on the board so
students can see the scope of the responses.
○ What did you learn from yesterday’s class? What did this activity teach you
about your classmates?
○ Moving forward, is there anything else you would like to know about the
author?
○ Add an image you think is symbolic of any topic in the book you have seen
so far.
B) Recited Conversation (10 minutes):
● Have two students volunteer to read the conversation on pages 20 and 21 between
Carrie and Kate out loud for the class. While they are reading, the other students
will be following along with the projected dialogue on the board. (3 minutes)
● This would be a good introduction to a discussion on female rights/stereotypes
throughout history. I would ask students to complete a KWL chart on the topic
before having the discussion. (4 minutes)
● After completing the KWL chart quickly and independently, I would ask the students
to share with a partner what they thought was the most surprising or interesting from
the excerpt that was read aloud. (3 minutes)
C) Brief Women’s Right History Lesson (7 minutes)
● Show portion of Crash Course video on Women’s Rights.
● Summarize the women’s rights violations and stereotypes that are present
specifically in the dialogue that was read aloud.
D) Song Analysis (20 minutes)
● Students will get into groups of 3-4 to work through analyzing this song together--
about women’s independence.
● Provide them with a list to look for:
○ Literary elements / figurative language
○ Connections to the novel / what they’ve learned about the history of women’s
right
○ Connections to today
○ Allusions to any of the lenses
● Have a whole class discussion for a few minutes to gauge the main takeaways and
discoveries of the students in their groups.
E) Lens Group Literary Playlists (20 minutes)
● From what the students gained from the song analysis activity, I would want them to
get into their lens groups and think about the questions provided during the previous
activity when they select songs related to their lens.
● They should create a playlist of 5 songs and provide explanation of why they chose
the song, how their lens is present in the song, and how it connects to the overall
topic of the novel.
● Students would complete the “L” column their KWL chart to show what they’ve
learned during today’s class.
● The students should post their playlist links on the Discussion tab on the class
Canvas site so all of the students can access.
Homework: Students to read letters 16-23 for Day 4. Before next class, each student should
reply to another group’s discussion post with one suggestion and one praise.
Day of 4 of 15: The Color Purple, 12th Grade E/LA discussion of chapters 8-15 (General
Education)
Standards:
11-12. RL.2.1 Cite strong and thorough textual evidence to support analysis of what a
text says explicitly as well as inferences and interpretations drawn from the text,
including determining where the text leaves matters uncertain.
11-12. SL.2.4 Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
11-12. SL. 2.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues,
building on others’ ideas and expressing personal ideas clearly and persuasively.
● The student will be able to interpret The Color Purple through discussing the text in
a group setting.

Pencils
Lined Paper
Questions in a PPT related to chapters 8-15:
1. Why don’t we know Mr.____’s last name? How does this symbolize the behavior of
men in this society?
2. What insight do we get from Mr.____’s character after seeing him attempt to flirt
with Nettie?
3. Many readers and critics have criticised Walker’s representation of African-
American men. Why do you think this is? How might you defend Walker’s treatment
of masculinity in The Color Purple?
Procedures:
A) Bell Ringer(3 min): Students will use their books to answer these comprehension
questions about their assigned reading. This will get the students ready for the
discussion we will be having today about these letters:
1. Why does Nettie show up at Mr.____’s farm?
2. Why does Celie start to feel good about herself?
3. How does Celie react to Nettie’s concern about leaving her alone with Mr.____?
4. Why do Mr.____’s sisters begin to gossip, even though “it not nice to speak ill of
the dead”?
5. What is the reason that Mr.____ gives Harpo for beating his wife?
B) Class Instructions (5 min):
1. Ask the student’s their thoughts/reactions of the reading, and what may have
been confusing.
2. Explain the discussion activity we will be doing today: trash talk
3. The students will use the same writing utensil (pencil) and a lined sheet of paper
to remain anonymous.
4. The students will sit/stand in a circle. The teacher will post a question on the
board and the students will answer the question on their sheet of paper.
5. When the student is finished, they will throw their sheet of paper into the
middle of the circle. They will then retrieve a different sheet of paper from the
pile.
6. The students will then go around and read aloud some of the responses.
7. At this time, a discussion will happen, the student starting will read aloud the
response they picked up. Another student can say, “to add on to that, this
person said..” or “this person disagreed and said…”.
8. After we have read some aloud, the students will group together with a group of
3 that is close to them. The students will choose one of the responses they have
and find textual evidence in the book to support the stance made on the sheet,
or refute the stance on the sheet.
C) Class Discussion: Trash Talk
1. Have the students make a circle (2 min)
2. Hand them the paper and pencils (2 min)
3. Show the first question
4. Give the students 3-5 min to respond (5 min)
5. Crumble & Throw
6. Pick up new response
7. Share responses (3 min)
8. Partner Task (see above) (4 min)
9. Share (3 min)
10. Repeat with the 3 questions in materials section
Closure (3 min):
Have students go back to their seats.
Remind them of their reading assignment for tomorrow- read letters 16-23
And tell them: “Pick one of the three questions we talked about in class and write your
answer, with textual evidence, down in your journal”
Students will make a pile of their journals as they leave
Day of 5 of 15: The Color Purple, 12th Grade E/LA letters 16-23 (General Education)
Standards:
11-12.RN.4.2 Synthesize and evaluate multiple sources of information presented in different
media or formats as well as in words in order to address a question or solve a problem.
on others’ ideas and expressing personal ideas clearly and persuasively.
● Understand privilege as an abstract idea.
● Synthesize this idea to the text.
● Synthesize this idea to their own experiences.

https://www.youtube.com/watch?v=5v5JjUZpAPk
https://www.huffingtonpost.com/jessica-ann-mitchell/all-my-life-i-had-to-
figh_b_5794980.html
https://drive.google.com/file/d/1vSSXTCgmJFuzuti84TnJgeCInX-aVFdI/view?usp=sharing
Procedures:
A) DEAR letters 19, 21 (15 min.)
If students finish early, have them journal some thoughts about what stands out to them.
B) Watch clip of Sofia “All my life I had to fight”

https://www.youtube.com/watch?v=5v5JjUZpAPk (2 min.)
Discuss what Sofia means by this statement. Why does she have to fight? How does society
at the time fight against her? Do these aspects of society still exist today? (5 min.)
C) Read Huffington Post article, “All My Life I Had to Fight”

Discuss the article. Were there any passages that surprised the students? Discuss
intersectionality/privilege.
-What does privilege mean?
-Who experiences privilege?
- What is intersectionality?
-How many identities does Sofia embody? How does this add to her statement?
(25 min.)
D) “Unpack” our privileges.

Hand out excerpt from “Unpacking the Invisible Knapsack.” Have the students read through
the list of items in the knapsack (instances of privilege). (15 min.)
E) Journaling Activity
Students choose 1-2 of the items from “Unpacking” and journal how they relate to their
lives. Do they experience this privilege in their lives? Do they face discrimination in ways
that defy the item? (10 min.)
Wrap up with short statement: this is hard but important. Students share with a partner three
things they’re grateful for to re-center, then have time to get things ready, talk with students
around them, etc.
Homework: Students will need to read Chapters 24-31 for Day 6.

Day of 6 of 15: The Color Purple, 12th Grade E/LA discussion 24-31 (General Education)
Standards:
11-12. SL. 2.1 Stimulate a thoughtful, well-reasoned debate and exchange of ideas by
referring to specific evidence from materials under study and additional research and
resources.
● The students will be able to analyze the Color Purple by participating in a socratic
seminar of letters 24-31.

1. Discussion Questions in a PPT
Why is there shifts in Celie's diction as the novel progresses?
What is the role of sewing in the novel? What is its significance?
Discuss Walker’s Characterization of Celie. What do we know about her and how do
we know it?
Choose a Character in the novel. How does how they speak, what is said about them,
and how other character’s react to them, contribute to their characterization?
What does the epistolary style of the book mean for Walker’s characterization?
2. Socratic.com chat room: https://socrative.com
3. Desk set up in large circle with smaller circle inside it. (5-6 in the inner circle)
4. iPads/Laptops
Procedures:
A) Bell Work (5 min):
Students will answer these questions in their journals in order to prepare them for the
discussion today.
1. Why is Harpo eating so much?
2. After Harpo and Sofia fight, Harpo appears at Celie’s house with two black
eyes. What bruises does Sofia have?
3. What does Sofia take when she leaves?
4. What does Harpo pretend to do while Sofia packs up her things?
B) Socratic Seminar(you will do half of seminar today, and the next have during day 7):
1. The students will be given 10 min to prepare their responses for the 3 questions we
will be talking about today in class. (10 min)
2. The students will then be told you must participate in the discussion in the outer
circle by posting in the socratic classroom- they will use their school ID number as
their name. And each must take a turn in the inner circle.
3. Ask for the students to fill the inner circle (1 min).
4. The inner circle will have 13 min to talk about the question. If the conversation dies
down, they can refer to the socratic chat room to restart the conversation. (13 min)
5. Repeat with the other 2 questions.
6. This will only allow for 18 students to go, the other 12 students will go the next day.
Closure (5 min):
Ask the students to write in the chat room their final thoughts on one of the 3 questions that
we talked about in class.
Remind the students that didn’t go today, they will be given new questions tomorrow and
they will go again. This discussion counts for a grade.
Day 7 of 15: The Color Purple, 12th Grade ELA group work time (General Education)
Standards:
11-12. SL. 2.1 Stimulate a thoughtful, well-reasoned debate and exchange of ideas by
referring to specific evidence from materials under study and additional research and
resources.
11-12. W. 3.1 Write argumentsin a variety of forms that –
● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences claim(s), counterclaims, reasons, and evidence.
● Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths and limitations of both in a manner that
anticipates the audience’s knowledge level, concerns, values, and possible biases.
● Use effective transitions as well as varied syntax to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons, between reasons
and evidence, and between claim(s) and counterclaims.
● Establish and maintain a consistent style and tone appropriate to purpose and audience.
● Provide a concluding statement or section that follows from and supports the argument
presented.
11-12. RV. 2.2 Analyze nuances in the meaning of words with similar denotations.
● The students will be able to analyze the Color Purple by participating in a socratic
seminar.
● The students will be able to compose an argument for the color purple through an in-
class essay.

● Discussion Questions in a PPT
Why is there shifts in Celie's diction as the novel progresses?
What is the role of sewing in the novel? What is its significance?
Discuss Walker’s Characterization of Celie. What do we know about her and how do
we know it?
Choose a Character in the novel. How does: how they speak, what is said about
them, and how other character’s react to them contribute to their characterization?
What does the epistolary style of the book mean for Walker’s characterization?
● Socratic.com chat room: https://socrative.com
● Desk set up in large circle with smaller circle inside it. (5-6 in the inner circle)
● iPads/Laptops
Procedures:
A) Socratic Seminar(28 min):
7. Students will have been given to questions yesterday, and already written down
responses.
8. Ask for the students to fill the inner circle (1 min).
9. The inner circle will have 13 min to talk about the question. If the conversation dies
down, they can refer to the socratic chat room to restart the conversation. (13 min)
10. Repeat with the other question.
B) Mini In-Class Essay(29 min):

1. Have the students stay where they are, and clear the desk. They should get out a pen
and loose leaf paper.
2. The students will then be given 30 min to write a mini in-class essay on one of the
questions that we addressed in the socratic seminar. The students can use their
books, but can cite evidence from the book without a page number to save time.
3. Post all of the questions on the projector so that the students can see them.
4. The students will be asked to write two things. 1) a thesis statement at the top of their
paper. And 2) two body paragraphs. Ideally this is 5 min on the thesis, and 12
minutes on each paragraph.
Closure (2 min): The students will staple and turn in their mini in-class essay.
The teacher will remind the students that tomorrow will be a lense group day.
Standards:
on others’ ideas and expressing personal ideas clearly and persuasively.
11-12.RL.2.1 Cite strong and thorough textual evidence to support analysis of what a text
says explicitly as well as inferences and interpretations drawn from the text, including
determining where the text leaves matters uncertain.
11-12.RL.2.1 Compare and contrast the development of similar themes or central ideas
refined by specific details
11-12.SL. 2.4 Work with peers to promote collegial discussions and decision-making, set
clear goals and deadlines, and establish individual roles as needed.
11-12.RN.2.3 Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of a text.
1) Analyze the development of a theme throughout a text.
2) Make text to world connections
- projector
- Large papers to hang around classroom
- Powerpoint with bell work and instructions for activity
Procedures:
A) Bell Work(15 min: 5 independent work time, 5 partner discussion, 5 class
discussion) : As students walk in, display Kimberle Creshaw’s 1989 essay,
“Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of
Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics,” (see appendix 2).
Students will read, annotate and reflect on the quote. After 4-5 minutes, students will engage
in a pair-share. Teacher will then select several groups to share with their elbow partners.
Then, with another group of partners, then we will talk as a class.
Display this quote and directions:

Quote: “Consider an analogy to traffic in an intersection, coming and going in all four
directions. Discrimination, like traffic through an intersection, may flow in one direction,
and it may flow in another. If an accident happens in an intersection, it can be caused by cars
traveling from any number of directions and, sometimes, from all of them. Similarly, if a
Black woman is harmed because she is in an intersection, her injury could result from sex
discrimination or race discrimination. . . . But it is not always easy to reconstruct an
accident: Sometimes the skid marks and the injuries simply indicate that they occurred
simultaneously, frustrating efforts to determine which driver caused the harm.”
Directions: Respond to the quote African American scholar Kimberlé Crenshaw who
created “intersectionality” in 1989 essay, “Demarginalizing the Intersection of Race and
Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and
Antiracist Politics.” The concept of intersectionality is a description of the way multiple
oppressions are experienced.
Step One: Read the quote 2-3 times.
Step Two: Circle/Highlight any words or phrases that stick out to you.
Step Three: Paraphrase the quote in your own words. What is it saying?
Step Five: Consider the author’s tone and word choice (diction).
What are your thoughts on her statement and how might this relate to The Color Purple,
specifically the chapters we read for today, Ch 24-31.
B) During Bell Work: annotations check.
-Teacher will walk around room and check students annotations. Simply skim the book and
check to see for a adequate number of marking. By Day 5, the students should have
annotated up to letter 31. Students will be meeting with their lens group today so it is
important they have their annotations so that they have ideas to talk about in their groups.
C) Lens Group Work time(40 min):
-After the Bell work, segway into how Crenshaw is saying gender, race, etc can be
interconnected when it comes to discrimination: they are related. Today, we are going to
work with our lens group, and then meet with other ones and see how these lens can
potentially be interconnected in The Color Purple so far.
-Prompt the students to get with their Lens group. Prompt them to head to a hanging blank
piece of paper that is around the room.
-On the paper, the students will use the annotations in their books to find memorable quotes,
details, or words that relate to their lens. The students can make flow charts, illustrations, etc
if that works better.
-Then, ask the students to think about these questions that you will display in front of the
room: 1) What ideas emerge from the notes? 2) If we consider the novel a work of culture,
what does it suggest about the values and beliefs of the period it emerges from? 3) Generate
a thematic thesis statement: What is Walker telling readers about this topic or idea?
D) Meet with another Lens (20 minutes):
-Next, Students will pair with one other lens to make a larger group.
-Each lens will share with the other group what they found in the book about their lesson.
-Together, the students will write on each of their papers, how the two lenses are
interconnected in the book: find quotes, key details, etc in the novel to support this.
-Students will do this twice(one group for 10min, another group for 10min).
Closure (5 min):
-the students will their original lens group will come back together and write a 1-2 sentence
summary on what they found with the other groups.
-The students will post this sentence on the Canvas Discussion board for the class by using
their BYOD or their electronic device.
-Keep these sheets of paper for the next time the students are working with their lense
groups. (This paper could be a good start for their final project of this unit, which a project
with their lens)
-Remind the students they must read letters 32-38. Tell them to focus on reading about
symbolism, character development, themes, and diction. Let the students know that
tomorrow they need to be prepared to point out an important passage in the novel for the
activity.
Standards:
11-12. RN. 2.1 Cite strong and thorough textual evidence to support analysis of what a
text says explicitly as well as inferences and interpretations drawn from the text,
including determining where the text leaves matters uncertain.
building on others’ ideas and expressing personal ideas clearly and persuasively
● The students will be able to identify key points in the readings by working in groups
and participating in a discussion called “save the last word for me”

1. Index cards
Procedures:
A) Bell work(5 min): Independently, students will find 2-3 significant passages in the novel
in letters 32-38 and write the page number or quote on the index card.
B) Teacher Model/Instructions(10 min):

1. I will explain to the student’s today’s discussion activity called “Save the Last Word
for Me”. One student will be in groups of 3-4. The students will read one of their
quotes or passages to their group. Then they cannot talk. The other students in the
group then each have 1 minute to respond to the quote or passage. Then, the reader
has 3 min to respond to the group’s comments. Then you will repeat the process with
a new reader. I will keep track of time for each turn. If they end early, they wait
quietly until the time is up for that member.
2. I will model this. I will ask 3 students to volunteer to come up to the front. I will read
the passage about Sophia being beat by the police. The students then cannot use the
same passage that I did and will be forced to find other important passages because
this was the most obvious one in the reading. I will then model with the students up
at the front how this will look.
3. The students will then get into groups of 3-4.
C) Save the Last Word for Me(32 min):

1. The students will then get into groups of 3-4.
2. The reader will read (2 min)
3. The each member will respond (3min)
4. The reader will respond (3min)
5. Repeat with the other members as readers (3x)
D) Reflection as a whole class (10min): What were some important passages/quotes you
talked about? Why were they significant?
Also reflect on the process, how did this process work for you? What didn't’ work for you?
What did you find difficult?
Wrap-up with how the significant passages and why they identified them will be important
to keep in mind while they keep reading. Track how these ideas/techniques are continued to
be used or change over the course of the novel.
Ask the students to bring their headphones for tomorrow and read chapters 39-45
Day of 10 of 15: The Color Purple, 12th Grade E/LA opression/power, violence (General
Education)
Standards:
11-12.RL.2.3 Analyze the impact of the author's choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
11-12. RL. 2.2Compare and contrast the development of similar themes or central ideas
refined by specific details.
11-12. RV. 3.1 Analyze the meaning of words and phrases as they are used in works of
literature, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a formal or informal tone).
● The students will be able to compose their own poetry by analyzing and reading
other poets
● The students will be able to compare and contrast police brutality across multiple
articles and in conjunction with The Color Purple
● The students will be able to analyze articles and poetry about police brutality and
African Americans.
1. Pictures of the following young men:
2. Articles about each of the men: Emmett Till, Medgar Evers, Fred Hampton,
Mulugeta Seraw, Oscar Grant, Amadou Diallo, Sean Bell, Trayvon Martin, Jordan
Davis, Eric Garner, Michael Brown.
3. The two poems: “Night, for Henry Dumas” by Girmay and “41 Bullets off-
Broadway” by Willie Perdomo
4. Headphones
5. Laptops/iPads
Procedures:
A) Bell Work(7 min): The students will write down their thoughts/reactions to the scene of
Sophia getting beat by the police. I will show the passage on the screen and ask the students
to write down their thoughts/reactions. I will also ask the students to write down how this
relates to modern day. After 5 min, the whole class will have a discussion about their
reactions to this. I will remind the students that this scene and novel took place in the middle
1900s (1910-1940ish). Today, we are going to talk about police brutality and specifically the
African American Race.
B) Profile Stories (32 min):

1. The students will be asked to flip over the sheet of paper that is on their table. It will
be a picture of one of young men listed in the materials. I will ask the students to
come up and post the picture on the board once the name of their man is called. (3
min)
2. I will ask the students if they recognize any of the young men posted. Ask them what
they know about the young man. (3 min)
3. I will then explain that we will be reading their stories today and talking about them.
4. The students will then flip over the article that is in the middle of their table. They
will take turns reading aloud the articles. I will ask the students to mark up the
articles by underlining important facts and strong images, write questions, and
highlight phrases. Once the students are done, they should raise their hands. (8 min)
5. The students will then be handed a three-column worksheet-Facts, Emotions,
Images. The students will then write at least 4 points(words/phrases) under each
heading by using their annotation in the article. It doesn’t have to be specifically the
words the article uses, maybe it’s what you see or feel when you are reading the
article. (5 min)
6. Once the students are finished with the worksheet, I will ask a spokesperson from
each group to share out the story of their young man and what they put on the
worksheet. (8 min)
7. Afterwards, we will have a conversation about what the students noticed about the
stories. What’s similar? What’s different? How does it make you feel? (5 min) Make
the point that from the time of the book, to now, this is still happening.
C) Poetry Readings(20 min):

1. Equally hand out the two poems. 5 groups Girmay, 5 groups Perdomo
2. The groups that are reading Perdomo-- access the link via canvas to listen to the
audio of the poem as they mark it up on the paper. Students reading Girmay will read
aloud. Tell the students to think about how the author is using facts and when is the
author using imagination. (5 min)
3. Have the students talk in their groups about what they found (5 min)
4. Pair-up the groups and have a Girmay group talk to a Perdomo group about what
they found (7 min)
5. Get together as a whole class and discuss what they found. Talk about the different
approaches that each poet took. Touch upon the saying “Happening yesterday,
happened tomorrow” and ask them what they think this means. Ask the students
what emotions that the poets used this poetry to channel. Discuss how poetry is a
way to make sense of emotions and feelings you have. (3 min)
Tell the students that tomorrow they will be working on a poem similar to the ones we read
today about their profile of who they read.
Ask the students to post one technique they liked that the author used in the canvas
discussion section of the course.
Homework: Read letters 46-53 for tomorrow
Day of 11 of 15: The Color Purple, 12th Grade E/LA violence,power cont. (General Education)
Standards:
Write narrative compositions in a variety of forms that –
● Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters.
● Create a smooth progression of experiences or events.
● Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple
plot lines, to develop experiences, events, and/or characters.
● Use a variety of techniques to sequence events so that they build on one another to create
a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery,
suspense, growth, or resolution).
● Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
● Provide an ending that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.
● The students will be able to compose their own poetry writing by drawing on the
techniques examined in class.

● Poems by Perdomo and Girmay
● Photos of the young men
● Laptops/iPads
Procedures:
A) Bell Work(5 min): Post these instructions on the board: Go back to the discussion
section to see what your classmates posted about what techniques they liked. Pick 2-3
techniques you like: images, diction, fact vs. imagination, similes, metaphors, tropes are
some of the things the students should pick out. Write these one a post-it note that you
handed to them as they walked in. Refresh the students about what we talked about
yesterday about the poetry and about our feeling about what happened to the young man.
B) Poetry Writing(40 min):

1. Instructions: I will explain to the students that they will take how they are feeling
about the young men and the particular events and create their own piece of poetry in
dedication to the young man that they read about yesterday. The students will be
sitting in the same groups.
2. The students can choose to work individually, or with a partner that is sitting at their
table. No more than two people per group.
3. The students will compose their own poem. On the board, tell them to think about
the following things: Point of view, focus: one person, or multiple, an event, form
and imagery. The students are in 11-12 grade honors, so they will not need much
instruction on how to compose a poem.
E) Sharing(10 min): Ask the students, who want to, to read aloud the poetry that they
wrote.
Closure (5 minutes): Padlet reflections. The students will post their answers onto the padlet
link that is posted on the board. Ask the students about what they learned through this
project of reading and writing about police brutality. How does this relate to a more general
sense of race in America? How does this relate to the novel? Ask the students to draw
connections between the experiences of these young men and the experiences of the
characters of the book. How will this specific instance in the book potentially help frame the
rest of the novel? What do you think Walker was trying to say about police brutality in the
1980s, when she wrote this? What is she trying to say about race?
Day of 12 of 15: The Color Purple, 12th Grade E/LA group work(General Education)
Standards:
11-12. RN. 2.1 Cite strong and thorough textual evidence to support analysis of what a text
● The students will be able to analyze The Color Purple by participating in class
discussion.
● The students will be able to create questions that require response with textual
evidence.

1. Padlet
2. Laptops/ipads
3.
Procedures:
A) Bell Work(5 min): The students will respond to the following questions in their journal:
1. Why do Sofia’s children love Mary Agnes?
2. Why does Celie consider it impossible to “kill off” the whites?
3. Why does Miss Millie ask the mayor for a car?
4. How does the mayor get revenge for Millie’s insistence?
5. Why is Miss Millie always “scared” to come in contact with Sofia?
Then, go over the answers as a class.
B) Partner Work Time (7 min)
1. Explain to the students that today we will be working in our lens groups.
2. Tell them to take our their iPads/Laptop and open Padlet and go to the padlet
for the class.
3. Tell the students to come up with one questions, with a partner sitting next to them,
to write under each Lens Heading. Then, they will get in their groups and talk about
that question. The question must be open-ended and require to think beyond what the
text is saying. The question must correspond with the Topic for the Lens. Remind
them to think about topics we’ve discussed, symbols, characterization, etcetera.
4. Show on the board an example of a good question: For Women’s rights, What
does Miss Millie’s car symbolize in this novel? How does this contribute to the
overall meaning of the novel?
C) Lens Work Time (20 min):

1. Group students with their Lens group
2. Ask the students to as a group discuss the questions and answer them on Padlet.
They must use textual evidence to support their answers.
3. The student’s should be having a mini discussion and debate within their group
about each question, so it may take a decent amount of time to answer each question.
D) Share out(15 min):

1. 1-2 people from each lens will pair up with 1-2 people from the other lenses. You
should have 1-2 people from each lens in a group.
2. The student will take turns sharing their interpretation of these questions and how
they answered them.
3. This helps students become more of an “expert” on their lens topic.
Closure (13 min):

-Debrief the activity, ask the students to share any interesting questions/responses they had.
-Tell the students that tomorrow, we will be thinking about the things that we talked about
today in relation to current events. Independently, the students will write down one of the
issues that have been presented through the novel and specifically in our conversations that
speaks to them and that they would want to do further research on.
-The students will write this issue on a loose piece of paper and hand it to me on their way
out.
Day of 13 of 15: The Color Purple, 12th Grade E/LA Synthesis Essay (General Education)
Standards:
11-12. RL. 4.2 Analyze and evaluate works of literary or cultural significance in history
(American, English, or world) and the way in which these works have used archetypes
drawn from myths, traditional stories, or religious works, as well as how two or more of the
works treat similar themes, conflicts, issues, or topics.
11-12.W.5 Conduct short as well as more sustained research assignments and tasks to build
knowledge about the research process and the topic under study.
● Formulate an inquiry question, and refine and narrow the focus as research evolves.
● Gather relevant information from multiple types of authoritative sources, using advanced
searches effectively, and annotate sources.
● Assess the strengths and limitations of each source in terms of the task, purpose, and
audience.
● Synthesize and integrate information into the text selectively to maintain the flow of ideas.
● Avoid plagiarism and overreliance on any one source and follow a standard format (e.g.,
MLA, APA) for citation.
● Present information, choosing from a variety of formats.
● The students will be able to conduct research on a relevant topic by using databases
and google
● Students will be able to synthesize multiple resources of a particular issue in order to
propose a opinion/analysis of a particular current issue.

A slide/doc that presents the assignment to the students.
Copies of the assignment on paper for the students(see below for the details of the
assignment).
Loose Leaf paper
Procedures:
A) Teacher Instruction(7 min): Hand out the assignment sheet. The assignment sheet will
include the instructions. The instructions are that the students will be creating a synthesis
response to the issue that they wrote down on their paper yesterday, or a different one found
in the novel. The students will choose their issue in the novel. The students will explain the
issue in relation to the novel. Then, the students must research current events of this issue
still happening in current times. With this connection made, the students will then research
various articles through, the school library databases, about the particular issues that they are
researching. The students must pull various resources, from various perspectives, and use
the resources in order to synthesize their own opinion. The paper will be 3-4 pages in length.
With an introduction, conclusion, and body paragraphs (number up to their discretion).
However, one of those body paragraphs must be a counter argument paragraph.
B) Brainstorming(23 min):
1. Pass back out the papers that the students handed to you the class beforehand. (2
min)
2. Ask the students to think about their Issue. Do they want to keep it, or change it?
Talk with someone nearby about the issue they chose (2 min)
3. Underneath their Issue, ask them to briefly write down how the issue came up in the
text, as well as the characters that were involved with that issue. (4 min)
4. Then, on the next line, ask the students to briefly explain how that issue is still going
on today, by giving examples (use articles, video, poems as evidence). (15 min)
C) Research(25 min)
1. The students will have time in class to begin their research process. The students
should have 4 sources and at least one has to be countering the others.
2. The students will use their Laptops in order to access the school library database.
3. Model, on the screen, how to access the databases on the library’s website and do a
sample search.
Closure (5 min):
-Ask the students to shut down their devices.
-Remind the students that their synthesis essay is due two weeks from today. It is their
responsibility to finish it on their own. They can meet with you during their “option” period,
email you, or come to the writing center after school for help.
-Homework: Read Letters 54-65 for tomorrow

Day of 14 of 15: The Color Purple, 12th Grade E/LA discussion of Letters 46-53 (General
Education)
Standards:
11-12.RL. 4.1 Analyze multiple interpretations of a story, play, or poem, evaluating how
each version interprets the source text and the impact of the interpretations on the audience.
● The students will be able to analyze the significance of culture in the formation of
one’s identity by examining The Color Purple.

-Song, “African Homeland” https://www.youtube.com/watch?v=aYRclZ6vDvo
-The lyrics to the song “African Homeland” from the Color Purple Musical.
https://lyrics.az/cynthia-erivo/-/african-homeland.html
-PollEverywhere.com account
-Laptops/Ipads.
Procedures:
A) Bell Work(5 min): Ask the students to log onto PollEverywhere and answer the
question. The question is regarding any questions they have so far about The Color
Purple or the synthesis essay assignment that was assigned. The teacher will spend the
first 5 min answering these questions.
B) The Color Purple- The Musical, discussion(20 min).

1. Explain to the students that there is a movie adaptation and a musical
adaptation of The Color Purple. Soon, we will look at the movie, but today and
tomorrow we will be looking at the musical and specifically the songs that are
sung.
2. Preface that for today, you read letters from Nettie about what she has been
doing and her time in Africa. Today, we will be listening to a song about this
moment in the text.
3. Listen to the song(7 min).
4. Hand out the lyrics. As the students to mark any important words, phrases, or
write down anything important that sticks out to them.
5. Listen to the song again. (7 min)
6. Ask the students to group up in groups of 2-4
C) Jigsaw Activity(31 min):

1. Each group will be given one of the following questions:
a. What does this song mean? What does it symbolize?
b. How does this song add or take away to the understanding of the book?
c. What are key terms or phrases found in the song?
d. How does this add to the characterization of character? Which
characters?
e. What is the style of this song? How does the style influence your
interpretations? How does the style demonstrate culture?
2. Each group will listen to the song again with their question in mind(7 min)
3. Each group will be responsible for answering their questions on a large post-it
note. (7 min)
4. Once finished, the group will post their large post-it note on the wall.
5. Each individual will then silently walk around and write comments and or ideas
to the other questions. (7 min)
6. The groups will regroup at their original post-it out
7. We will share out as a class for each of the questions. (10 min)
Closure (4 min):
Ask the students to return to their desks.
Ask the students to write down how they think songs may differ from non-audible content
like poems, novels, etc. Is song more meaningful? Why or Why not? How?
Homework: Letters 66-76 for tomorrow
Standards:
11-12.RL. 4.1 Analyze multiple interpretations of a story, play, or poem, evaluating how
each version interprets the source text and the impact of the interpretations on the audience.
● The students will be able to analyze the significance of songs in relation to text by
reading and listening to The Color Purple
● The students will be able to analyze the significance of culture in the formation of
one’s identity by examining The Color Purple.
● The student’s will be able to identify symbols and their meanings by listening to the
song “Celie’s Pants”.

-Laptop/Ipads
-”Miss Celie’s Pants” https://www.youtube.com/watch?v=VDF6W0g3NbU
-Lyrics: http://www.metrolyrics.com/miss-celies-pants-lyrics-a.html
Procedures:
A) Bell Work (5 min): Ask the students to post in class discussion on canvas their
favorite song, and why. What does it mean to them? How does it make you feel? When
do you listen to the song?
B) Song Analysis:
1. Explain that today we will be examining another song related to our readings
today. This song is in relations to Cecile making pants, selling them, and her
success with it.
2. Listen to the song (3 min)
3. Hand out the lyrics. Ask the students to mark up their lyrics like they did
yesterday. Highlight important words/phrases, patterns, etc.
4. Listen to the song again and have the students mark up the lyrics. (3 min)
5. Have the students partner up and talk about what they found. They should
answer a couple of these questions. They can either write them down, or just
talk about them.(7 min):
a. What did they think was significant? What stuck out to them?
b. What did this song mean?
c. What do the pants symbolize?
d. How does this song relate specifically to the book?
e. Does it add any more significance? Does it take away?
f. What techniques does the writer use? How are they effective?
C) Group share(10): Have a partnership pair up with another partnership to make a

group of 4. Have the students talk about what they discussed with their partner.
1. After the groups have shared, ask them to reflect on what was different between
the groups, what was the same?
2. Now, the groups of 4 will combine to make a group of 8. Have the groups do the
same.
D) Whole Class Share(10 min): As a class, debrief the conversation. Have the questions
displayed on the projector and ask the students what their groups talked about. Make
sure to ask “How did your interpretations differ from other groups? How were they
similar?”. Also ask, do you think that this song aided the novel and made this moment
in the novel more significant? Why or why not?
E) Compare & Contrast as a whole class(48):

1. Ask the students: How did this song differ from the song we listened to
yesterday?
-Technique? Style? Content? Emotions/Feelings?

Ask the students to think back to the song that they wrote about in the beginning of
class. In relation the conclusion we came up with about the significance of music and
lyrics in writing and identity, think about these questions and answer a coupole of
them as a comment on your canvas discussion post:
Why is music important? How can songs influence meaning? Why are songs significant in
life? What does music mean to you? What role does music play in your life?
5 min- Share student’s responses.

Real World Unit Plan

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Real World Unit Plan

presentations on their theme of the novel as their final, cumulative assignment.

teach because of the multicultural representation, and women representation.

Materials Needed & Advanced Preparation:

Materials Needed & Advanced Preparation:

Closure (10 minutes):

Materials Needed & Advanced Preparation:

Materials Needed & Advanced Preparation:

Materials Needed & Advanced Preparation:

B) Watch clip of Sofia “All my life I had to fight”

C) Read Huffington Post article, “All My Life I Had to Fight”

D) “Unpack” our privileges.

Homework: Students will need to read Chapters 24-31 for Day 6.

Materials Needed & Advanced Preparation:

11-12. W. 3.1 Write argumentsin a variety of forms that –

● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),

Materials Needed & Advanced Preparation:

B) Mini In-Class Essay(29 min):

Display this quote and directions:

Materials Needed & Advanced Preparation:

B) Teacher Model/Instructions(10 min):

C) Save the Last Word for Me(32 min):

B) Profile Stories (32 min):

C) Poetry Readings(20 min):

Homework: Read letters 46-53 for tomorrow

● Create a smooth progression of experiences or events.

Materials Needed & Advanced Preparation:

B) Poetry Writing(40 min):

Materials Needed & Advanced Preparation:

C) Lens Work Time (20 min):

D) Share out(15 min):

Closure (13 min):

● Present information, choosing from a variety of formats.

Materials Needed & Advanced Preparation:

-Homework: Read Letters 54-65 for tomorrow

Materials Needed & Advanced Preparation:

B) The Color Purple- The Musical, discussion(20 min).

C) Jigsaw Activity(31 min):

Homework: Letters 66-76 for tomorrow

Materials Needed & Advanced Preparation:

C) Group share(10): Have a partnership pair up with another partnership to make a

E) Compare & Contrast as a whole class(48):

Closure (12 minutes):

5 min- Share student’s responses.

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