Concepts: Anti-Black Racism, Writing Short Texts Grade: 2

Description Materials
By the end of the lesson, students will have:  Book – Sulwe by Lupita Nyong’o
 Situated themselves within positive conversations about race  Chart paper
and self-image  Letter template
 Discussed ways on how to accept everyone  Journals
 Recognized discrimination in Sulwe and how they can  Lined paper
challenge these discourses

By the end of the lesson, students will understand:

 How to write a friendly letter
Specificexpectations
 that
What you will
elements makebeup a friendly letter
covering but written in non-document
language Assessment
Opportunities
Minds On… The class will read Sulwe in a guided reading session
- The teacher should pause every few pages to discuss Sulwe’s actions
and/or the pictures and gather the students’ opinions
One the reading is finished, a class discussion will be facilitated by a few questions:
Teacher will be
1. What if your classmates called you names? How would that make you feel?
taking note of who
2. What would you say if you knew you hurt someone’s feelings?
is participating
3. What would you do if someone was being mean to you?
through sharing
4. What similarities do you see between you and Sulwe? Any differences?
their own ideas and
5. How would you help Sulwe feel more welcomed?
building upon
6. Why do you think the author wrote the book?
others.
As the students are responding to the questions, the teacher will be recording their
answers on chart paper
The teacher will discuss the elements of a friendly letter
- Greeting (“hello”, “dear,”), body, closing (“from”, “sincerely”), and
signature
- Students will be able to reference this during the ‘action’ activity

Accomodations/Modifications
 Read Aloud of the book will be provided
Action! Each student will receive a letter template with labels
- The labels are all the elements the teacher discussed in the ‘minds-on’
will be included
Students will use the prompt: “Imagine you are Sulwe’s friend. What would you want Teacher will be
to say to her?” circulating
- They can also use the questions/answers discussed during the ‘minds- throughout the class
on’ to support their answer answering
They will be encouraged to relate their letter back to Sulwe’s experiences in the book questions, probing
- Example: if a student discusses how Sulwe was called names, they their thoughts, and
could discuss how that make them feel and what they would do in this assessing their
situation interpretation of the
The main goal of this activity is to begin holding conversations about race, activity.
highlighting the importance of acceptance among peers, and to encourage developing
a positive self-image

Accomodations/Modifications
 Students can use assistive technology to write their letter
 Students can have a friend/teacher scribe for them
Consolidate Once the templates are complete, each student will have the opportunity to present Teacher will ensure
Debrief their letter to the class students are using
- If students are uncomfortable with sharing, they can pick a partner to the prompts to offer
read their letter to constructive
Whether students are sharing in a large group or partners, the students who are feedback rather than
listening will offer constructive feedback on their peers’ letters by writing their destructive
thoughts on paper. Students can use this information during the ‘further consolidation’ feedback.
phase if they want
They will use the following questions to provide feedback:
1. What did you find interesting about their letter?
2. How is their letter similar to yours? How is it different?
3. Did they relate their letter to Sulwe’s experience? Why or why not?
Students will also be able to ask for the teacher’s feedback on their letter

Home Activity or Further Classroom Consolidation Teacher will mark

letters based on a 4-
Application point scale. They
Based on the constructive feedback they recieved, students will make any will focus on if the
Concept Practice
Differentiated changes they want to their letter. student included all
Exploration Once they believe their letter is complete, they will rewrite it in their journal letter components,
Reflection as a ‘good copy’ if they followed the
Skill Drill Upon completion, students will hand in their letter to the teacher for grading prompts, and their
writing capabilities.
 References

Nyong'o, L., & Harrison, V. (2021). Sulwe. Puffin.