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Real World Unit Plan
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
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
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.
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
Day of 2 of 15: The Color Purple, 12th Grade E/LA (General Education)
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
Objectives/Student Outcomes:
By the end of the block, students will be able to:
● 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
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.
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.
Objectives/Student Outcomes:
By the end of the block, students will be able to:
● 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
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.
Closure (10 minutes):
● 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.
Objectives/Student Outcomes:
● The student will be able to interpret The Color Purple through discussing the text in
a group setting.
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.
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.
Objectives/Student Outcomes:
By the end of the block, students will be able to:
● Understand privilege as an abstract idea.
● Synthesize this idea to the text.
● Synthesize this idea to their own experiences.
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.)
Closure (8 minutes):
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.
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.
Objectives/Student Outcomes:
● The students will be able to analyze the Color Purple by participating in a socratic
seminar of letters 24-31.
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.
● 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.
Objectives/Student Outcomes:
● 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.
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.
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.
Day of 8 of 15: The Color Purple, 12th Grade E/LA (General Education)
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 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
across two or more works of literature and analyze how they emerge and are shaped and
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.
Objectives/Student Outcomes:
By the end of the block, students will be able to:
1) Analyze the development of a theme throughout a text.
2) Make text to world connections
Materials Needed & Advanced Preparation:
- 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.
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.
Day of 9 of 15: The Color Purple, 12th Grade E/LA discussion 32-38 (General Education)
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.
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
Objectives/Student Outcomes:
● 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”
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.
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?
Closure (3 minutes):
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
across two or more works of literature and analyze how they emerge and are shaped and
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).
Objectives/Student Outcomes:
● 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.
Materials Needed & Advanced Preparation:
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.
Closure (2 minutes):
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.
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.
● 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.
Objectives/Student Outcomes:
● The students will be able to compose their own poetry writing by drawing on the
techniques examined in class.
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.
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
says explicitly as well as inferences and interpretations drawn from the text, including
determining where the text leaves matters uncertain.
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
Objectives/Student Outcomes:
● 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.
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?
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.
Objectives/Student Outcomes:
● 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.
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.
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.
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. 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.
Objectives/Student Outcomes:
● The students will be able to analyze the significance of culture in the formation of
one’s identity by examining The Color Purple.
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.
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?
Day of 15 of 15: The Color Purple, 12th Grade E/LA discussion 54-61 (General Education)
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.
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. 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.
Objectives/Student Outcomes:
● 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”.
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?
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?
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?