Unit #1: Coming of Age

Part #1: I Know Why the Caged Bird

Sings

Length: 4 Weeks
DRAFT Aim/Objective Sequence
 Lesson 1
NONFICTION TEXT:
Introductory lesson on memory
—big hook for the book
Aim: Given a nonfiction
article, SWBAT explain the
main idea (how memory
works) and apply it to their
reading of Angelou’s literary
memoir, I Know Why the
Caged Bird Sings.
Nonfiction article: “The Then
and Now of Memory”
http://www.nytimes.com/
2011/07/05/health/
05memory.html?
_r=1&src=recg
HW: Read background
reading on race and economics
in the South during the Great
Depression. Annotate for IEQ
(Important information,
emotion, and questions.)
Lesson 2
POEM: Class discussion of
“Sympathy” by Paul Laurence
Dunbar—understand its use as
the title of Angelou’s work as a
literary allusion
Aim: Given “Sympathy,”
SWBAT identify the extended
metaphor in the poem and
apply their understanding of
the metaphor to the frame of
Maya Angelou’s memoir.
PROLOGUE of I Know Why
the Caged Bird Sings
(IKWTCBS): Modeled,
Guided, and Independent
(MGI)
Aim: Given their prior
knowledge of figurative
language (simile, metaphor,
personification, and hyperbole)
and the PROLOGUE of
IKWTCBS, SWBAT identify
examples of figurative
language and how the author’s
use of them conveys theme.
HW: Read Chapters 1-2 of
IKWTCBS. After reading each
chapter, in your spiral, identify
three examples of figurative
language and explain how each
one conveys the theme of each
chapter (you need 6 entries
total). Tell scholars that this is
1 of 2 repeatedly do structures
Lesson 3
CHAPTERS 3-4
AIM: Given their prior
knowledge of figurative
language and chapters 3-4 of
IKWTCBS, SWBAT identify
examples of figurative
language and how the author’s
use of them convey theme.
HW: Read chapter 5 and
complete IEQ annotation of
excerpt from chapter 5 for
seminar.
Lesson 4
CHAPTER 5:
INTERPRETIVE SEMINAR
Content Aim: Given their IEQ
annotation and careful reading
of chapter 5, SWBAT identify
and analyze quotes that reveal
Maya’s feelings of anger (A)
and pride (P) by participating
in a class discussion.
Skill Aim: Given their
preparation, SWBAT speak
without using like incessantly.
HW: Complete an A+
response paragraph for the
focus question.
Hook: Use really funny Taylor
Mali poetry slam performance,
“Like, you know” as hook—
perfect intro into skill aim for
today and tomorrow
Lesson 5
CHAPTER 5:
INTERPRETIVE SEMINAR
Aim: Given their A+ response,
SWBAT generate a valid assertion
in response to the focus question
and identify supporting evidence
by participating in a seminar
discussion.
Skill Aim: Given their
preparation, SWBAT speak
without using “like” incessantly.
HW: Read Chapters 7-8 of
IKWTCBS for Monday.
 Lesson 6
Aim: Given chapters 5-8 of
IKWTGBS, SWBAT apply the
caged bird extended metaphor
to select chapters by writing a
series of paragraphs.
HW: Read Chapters 9-10.
Complete caged bird
paragraphs for Maya for
chapter 10. The cage is the
abandonment of her by her
parents. How does Bailey help
her to sing? (paragraphs1 is
cage; paragraph 2 is singing
(skip this part for HW), and
paragraph 3 is how Bailey
helps her to sing.
Teacher Note: Momma is
described in Chapter 7, while
much of the characterization of
Big Bailey and Mother Dear
takes place in Chapter 8 and on
into chapters 9-10. Thus,
Momma today and Big Bailey
and Mother Dear tomorrow
included in tomorrow’s lesson.
Lesson 7
CHAPTERS 9-10
Cages (Abandonment) /
Singing (Resilience)
Aim: Given Chapters 9-10,
SWBAT find supporting
details from the memoir that
reinforce the assertions from
the abandonment article read
as the Do Now.
Do Now: One page article on
abandonment …
Hook: Video on abandonment
Model: Model connecting an
assertion from the nonfiction
article to evidence from the
memoir in chapter 9
Guided: Connect assertions
from the article to evidence
from the memoir in chapter 9
Independent: Chapter 10 . . .
HW: Read Chapter 11 and
complete IEQ annotation in
preparation for seminar
Lesson 8
CHAPTER 11:
INTERPRETIVE SEMINAR
Aim: Given an excerpt from
Chapter 11, SWBAT identify
and analyze quotes that reveal
Maya’s feelings of fear (F) and
comfort (C) by participating in
a class discussion.
Skill Aim: Given a class
discussion, SWBAT clearly
state an assertion that is
arguable.
HW: Complete an A+
response to the focus question.
You should focus your energy
on generating a great assertion
at the beginning of your
paragraph for tomorrow’s
interpretive seminar and
identify key pieces of evidence
that support your claim.
Lesson 9 Lesson 10
CHAPTER 11: NONFICTION TEXT (Physical,
INTERPRETIVE SEMINAR Psychological, Legal Effects of
Rape)
Aim: Given their A+ response,
SWBAT generate a valid Aim: Given a nonfiction article
assertion in response to the about rape, SWBAT identify
focus question and identify common textual features and
supporting evidence by explain how these features
participating in a seminar enhance understanding of a text.
discussion.
HW: Given an additional rape
Post Seminar: Read chapters article with textual features,
12-13. scholars will read and annotate it
for the various textual features.
HW: Complete caged bird
metaphor paragraph from
repeatedly do structure #2
introduced last week—what is
Maya’s cage in chapters 12-
13? Leave space to write other
two paragraphs. (Note: we will
pick up the singing next week
when we get to the Ms.
Flowers’ chapter.)
 Lesson 11
NONFICTION TEXT
(Physical, Psychological, Legal
Effects of Rape)
Aim: Given a nonfiction
article (either one in class
yesterday or for last night’s
HW), SWBAT recognize
patterns amongst supporting
details and draw a conclusion
about the main idea of a text.
HW: Read chapter 15-16 (skip
14) for Monday: complete
figurative language tracker
(first repeatedly do for this unit
taught). I will provide quotes
per chapter.
Lesson 12
CHAPTERS 15-16
Hook: Use F. Scott Fitzgerald
quote . . . .
Aim: Given Chapters 15-16,
SWBAT interpret key words
from quotes that reveal the
emotional impact of Mrs.
Flowers and Ms. Cullinan on
Maya.
HW: Review caged paragraph
you wrote in spiral about Maya
in relation to the rape in
chapter 12. Then, write the
other two paragraphs based on
Mrs. Flowers and Chp.15:
How does Maya sing despite
the cage? Who enables her to
sing?
Lesson 13
READING DAY
Chapters 19-21
Chapter 19: Joe Louis fight (effects
of racism on A.A.)
Chapter 20: Maya’s first friend and
valentine
Chapter 21: Bailey has sex with
Joyce (abandonment)
Note: We are not reading
chapters 18 and 22. I will
summarize for scholars at
beginning of class with Do
Now.
Lesson 14 Lesson 15
for CHAPTER 23 CHAPTER 23
Do Now: “Lift Every Voice Content Aim: Given an excerpt from
and Sing” is the Do Now for Chapter 23 and an A+ response,
the class. WWBAT to explain the significance
of Maya’s cage and her singing by
participating in a seminar.
Content Aim: Given an excerpt
from Chapter 23, WWBAT to
Skill Aim: Given seminar, SWBAT
explain the significance of
pull out key words from quotes they
Donleavy’s speech and the
use as evidence and explain them.
valedictorian’s response to it by
participating in a focused
HW: Next reading assignment is due
annotation and class discussion.
Thursday—keep reading.
Skill Aim: Given seminar,
SWBAT pull out key words from
quotes they use as evidence and
explain them.
HW: Complete an A+ response
for the focus question. You cannot
participate in day 02 of seminar if
the A+ response is not complete.
Lesson 16
CHAPTER 33-35
(Teacher will provide a
summary of skipped chapters.
Allow advanced scholars to
read these on their own.)
SWBAT identify and interpret
examples of figurative
language.
Lesson 17 Lesson 18 Lesson 19 Lesson 20
Summative Seminar/Essay Summative Seminar On-Demand Essay Writing Start Manchild In The
Preparation Day Promised Land (after teacher
reviews and gives feedback on
scholars’ on-demand essays,
we will take a break from
Manchild in class to spend 3
classes finalizing those essays
for publication; reading
Manchild will be assigned for
homework each night we work
on the essays in class).
Summative Writing Prompt:

In considering the title of Maya Angelou’s novel I Know Why the Caged Bird Sings, what does the caged bird
represent, and who or what cages it? In what way does the caged bird eventually sing, and who or what
teaches it to sing?

Suggested Organization for body paragraph #1:

Students: Identify the “caged bird,” and explain the most significant “cage” that traps this character over the
course of the novel.

Teachers: Maya represents the caged bird because, throughout the course of the novel, the experience of
(rape / abandonment / racism / poverty) threatens to dictate Maya’s present and future life path by limiting
the opportunities available to her.

Suggested Organization of body paragraph #2:

Students: Explain how the character you identified, despite the cage above, “sings” by the end of the novel
and why this is an example of him/her “singing.”

Teachers: While the “cage” of (rape / abandonment / racism / poverty) restricts Maya throughout the novel,
Maya nevertheless “sings” through (the independence she demonstrates towards the end of the novel /
realization of her own self-worth), thereby signaling a shift in the amount of control that Maya exerts over
her own identity and life path.

Suggested Organization for body paragraph #3:

Students: Identify two individuals who teach the “caged bird” to sing this way, and specifically explain how
these individuals help the “caged bird” to overcome its cage.

Teachers: Maya “sings” due to the influence of several key role models such as (Mama Henderson / Vivian
Baxter / Miss Kirwin / Mrs. Flowers / valedictorian) who (instill within her a passion for education /
demonstrate perseverance in the face of prejudice / model independence).

Most Important Passages from the Text

Cages (Maya)
Chapter 4: (Racism)
Maya describes segregation and
racism in her town (25).
Chapter 5: (Racism)
Maya describes the incident with
the powhitetrash disrespecting
her grandmother (25).
Chapter 8: (Abandonment)
Maya describes the pain and
Singing Influencers
Chapter 5: (Perseverance)
Momma demonstrates perseverance
in the face of prejudice. (32-33).
Chapter 7: (Perseverance)
Momma sings by using reason in the
face of irrational behavior by whites;
she shows up to court because she
owns the store and is laughed at (46-
47).
Chapter 8: (Independence)
Momma sings by running a successful
impact felt from being abandoned business and showing concern for
by her mother (51-53). those less-fortunate than she (50-
51).
Chapter 9: (Abandonment)
Maya and Bailey reunited with
birth parents; evidence of the
effect that abandonment has had
on both of them; previews some
of the maladjustment that will
impact both characters later in
the novel.
Chapter 11: (Abandonment)
Maya’s yearning for a father
figure makes her susceptible to
the advances of Mr. Freeman, as
he touches her in this scene (71-
74).
Chapter 12: (Rape)
Maya is raped, and she describes
the emotional and physical
effects of experiencing this rape.
Chapter 13: (Rape)
Maya describes the guilt
associated with rape, which leads
to her silence.
Chapter 15: (Education / Love of
Literature)
Maya is introduced to Ms. Flowers,
and Maya describes the impact that
literature has on her.

Chapter 16: (Racism)

Ms. Cullian changes Maya’s
names to Mary (107-108).

Chapter 23: (Racism) Chapter 23: (Self-Worth) Chapter 23: (Perseverance)

The superintendent of schools,
Donleavy, categorizing all of the
black scholars and their future as
either laborers or athletes—the
cage of prejudice (179-182).
Chapter 24: (Racism)
The white dentist refuses to treat
Maya because she is black.
Chapter 28: Maya describes the
Maya finds pride in her African-
American identity.
Henry Reed sings by standing and
leading the audience in the Negro
National Anthem despite Donleavy’s
degrading speech, thus emphasizing
the inherent humanity of the class
and the sustaining effect of
poetry/literature (182-184).
Chapter 24: (Perseverance)
Mama demands that the doctor give
her the fare to visit a black dentist in
Texarkana.
Chapter 26: (Independence)
Maya describes Vivian Baxter’s
independence.
Chapter 28: (Education)
achievement gap at her school
(215).
Chapter 30: (Abandonment)
Evidence of the last effects of
abandonment – afraid her father
will leave when they are at the
bar
Miss Kirwin focuses only on Maya’s
potential (215 and 218).
Chapter 30: (Independence)
Maya attempts to drive her
father home after he passes out
at a bar.

Chapter 32: (Independence)

Maya flourishes in her
independence because of the
tolerance and community of
the junkyard kids (250-251).
Chapter 34: (Racism) Chapter 34: (Demanding Equal
Maya experiences discrimination Treatment)
as she tries to obtain her job as Maya gains the job as a
the conductorette. conductorette due to her
perseverance and determination.

Chapter 36: (Independence)

Maya has a baby.

Assessment
Summative:
Interim Assessment / Unit Exam
Book One Book Two Book Three
(power standards addressed) (power standards addressed) (on-demand prompt)

Formative:
Interpretive Seminars
#1 Passage: Chapter 5, Focus Q: Why does Momma Henderson repeat twice the phrase, “’Glory,
pages 30-33 glory, hallelujah, when I lay my burden down’” after the powhitetrash kids
leave?

Focused Annotation:
R = where Maya encounters Respect
D = where Maya encounters Disrespect
#2 Passage: Chapter 11, Focus Q: Why does Maya say “I wished he would never let me go,” as Mr.
pages 71-75. Freeman rapes her?

Focused Annotation:
F = where Maya feels fear
C = where Maya feels comfort
#3 Passage: Chapter 23, Focus Q: If Maya had listened to the Negro national anthem “thousands of
178-184 times,” why had she “personally never heard it before”?
 Focused Annotation:
P = where Maya feels pride
S = where Maya feels shame

Other Significant Passages (for close reading):

Passage #1:

“I burst. A firecracker July-the-Fourth burst. How could Momma call them Miz? The mean nasty things.
Why couldn’t she have come inside the sweet, cool store when we saw them breasting the hill? What did she
prove? And then if they were dirty, mean and imprudent, why did Momma have to call them Miz?

She stood another whole song through and then opened the screen door to look down on my crying in
rage. She looked until I looked up. Her face was a brown moon that shone on me. She was beautiful.
Something had happened out there, which I couldn’t completely understand, but I could see that she was
happy. Then she bent down and touched me as mothers of the church ‘lay hands on the suck and afflicted’
and I quieted.

‘Go wash your face, Sister.’ And she went behind the candy counter and hummed, ‘Glory, glory,
hallelujah, when I lay my burden down.’

I threw the well water on my face and used the weekday handkerchief to blow my nose. Whatever the
contest had been out front, I knew Momma had won.” (32)

Passage #2:

“Now I didn’t hurt you. Don’t get scared.’ He threw back the blankets and his ‘thing’ stood up like a brown
ear of corn. He took my hand and said, ‘Feel it.’ It was mushy and squirmy like the inside of a freshly killed
chicken. Then he dragged me on top of his chest with his left arm, and his right hand was moving so fast and
his heart was beating so hard that I was afraid that he would die. Ghost stories revealed how people who
died wouldn’t let go of whatever they were holding. I wondered if Mr. Freeman died holding me how I would
ever get free. Would they have to break his arms to get me loose?

Finally he was quiet, and then came the nice part. He held me so softly that I wished he wouldn’t ever let
me go. I felt at home. From the way he was holding me I knew he’d never let me go or let anything bad ever
happen to me. This was probably my real father and we had found each other at last. But then he rolled over,
leaving me in a wet place and stood up.” (72)

Passage #3:

“While echoes of the song shivered in the air, Henry Reed bowed his head, said ‘Thank you,’ and returned
to his place in the line. The tears that slipped down many faces were not wiped away in shame.

We were on top again. As always, again. We survived. The depths had been icy and dark, but now a bright
sun spoke to our souls. I was no longer simply a member of the proud graduating class of 1940; I was a proud
member of the wonderful, beautiful Negro race.

Oh, Black known and unknown poets, how often have your auctioned pains sustained us? Who will
compute the lonely nights made less lonely by your songs, or by the empty pots made less tragic by your
tales?

If we were a people much given to revealing secrets we might raise monuments and sacrifice to the
memories of our poets, but slavery cured us of that weakness. It may be enough, however, to have it said
that we survive in exact relationship to the dedication of our poets (include preachers, musicians and blues
singers).” (181-182)

Passage #4:

“When the spring classes began, I resumed my commitment with formal education. I was so much wiser
and older, so much more independent, with a bank account and clothes that I had bought for myself, that I
was sure that I had learned and earned the magic formula which would make me apart of the gay life my
contemporaries led.

Not a bit of it. Within weeks, I realized that my schoolmates and I were on paths moving diametrically
away from each other. They were concerned and excited over the approaching football games, but I had in
my immediate past raced a car down a dark and foreign Mexican mountain. They concentrated great interest
on who was worthy of being student body president, and when the metal bands would be removed from
their teeth, while I remembered sleeping for a month in a wrecked automobile and conducting a streetcar in
the uneven hours of the morning.

Without willing it, I had gone from being ignorant of being ignorant to being aware of being aware. And the
worst part of my awareness was that I didn’t know what I was aware of. I knew I knew very little, but I was
certain that the things I had yet to learn wouldn’t be taught to me at George Washington High School.” (266-
267)

Repeatedly Do Homework Structures

 IEQ Annotation (Important, Emotion, Questions)
 Framed Readings – Chapter Readings
- Deep Analysis
 A+ Response
 Paragraph Writing
 Text-to-Self Assignments (potential journal entries)
- Describe a time in which you experienced racism.
- Describe a person who has had the greatest impact on your life thus far.
- Describe a time in which you have experienced the achievement gap.
Summative Essay Teacher Outline
Craft a sample two-story thesis statements in response to your prompt:

In Maya Angelou’s I Know Why the Caged Bird Sings, the “caged bird” represents the character of
Maya because the racist society that she experiences throughout the course of the novel attempts to dictate
her identity as an individual and limit the opportunities available to her. Yet, despite the cages that attempt
to trap Maya, this “caged bird” sings through the increased amount of independence that she demonstrates
by the end of the novel, thus signaling a shift in the amount of control that Maya exerts over her own life.
Maya’s path towards greater independence was paved by key influencers in her life, such as Mama
Henderson and Henry Reed, who enable Maya to take pride in her identity as an African-American woman by
demonstrating perseverance in the face of oppression.

What assertions would support this analytic thesis?

Sample Assertion for Thesis #1 How this Assertion Supports the
Sample Thesis
1
Maya represents the “caged bird” because she is This assertion establishes the
regularly trapped by the racism that she experiences central ideas that the character of
throughout the course of the novel which attempts to Maya represents the symbol of the
define her individual identity and the educational and “caged bird” and that racism serves
professional path open to her. and the primary “cage” in the
novel.

2
Maya “sings” by the end of the novel by demonstrating
independence as she thrives among the “junkyard kids,”
and gains employment as a conductorette.
This assertion establishes the idea
that Maya “sings” by the end of the
novel, and thus overcame the cage
analyzed in Thesis #1.

3
Mama Henderson and Henry Reed enable Maya to take This assertion ties the two previous
pride in her identity as an African-American woman, and assertions together by explaining
thereby set her on the path towards independence, by how two characters enabled Maya
demonstrating perseverance in the face of prejudice. to “sing” in paragraph 2 by
overcoming the “cages” examined
in paragraph 1.

What evidence would support your thesis? List sample quotes and analysis for each thesis below:
Evidence/quotations (with p. #) for each assertion What possible interpretations could a
scholar make?
1 “ ‘That’s too long. She’s Mary from now on.’” (107) Mrs. Cullinan, the older white woman for
whom Maya briefly works, literally changes
Maya name for her own convenience, which
reveals that the racist structure of Stamps

2 “They were concerned and excited over the
approaching football games, but I had in my
immediate past raced a car down a dark and
foreign Mexican mountain. They concentrated
great interest on who was worthy of being student
body president, and when the metal bands would
be removed from their teeth, while I remembered
sleeping for a month in a wrecked automobile and
conducting a streetcar in the uneven hours of the
morning.” (266)
3 “Her dirty bare feet and long legs went straight for
the sky. Her dress fell down around her shoulders,
and she had on no drawers. The slick pubic hair
made a brown triangle where her legs came
together. She hung in the vacuum of that lifeless
morning for only a few seconds, then wavered and
tumbled. The other girls clapped her on the back
and slapped their hands.
attempts to define Maya’s identity as an
individual based on her race.
Maya contrasts her experiences and
concerns to those of her peers, thus
highlighting the difference in the extent to
which Maya demonstrates independence
compared to her peers. The fact that she has
become so independent despite the
obstacles placed in her way reveals that
Maya has learned to “sing,” despite her
“cages.”
Mama responds to the prejudice of the
powhitetrash with respect, and thus reveals
the humanity within her and her race that
the powhitetrash attempts to strip away.

Momma changed her song to ‘Bread of Heaven,

bread of Heaven, feed me till I want no more.” (31)

Craft a second sample two-story thesis statements in response to your prompt below:
In Maya Angelou’s I Know Why the Caged Bird Sings, the “caged bird” represents the character of
Maya because the parental abandonment that she experiences at the beginning of the novel leads her to
confuse Mr. Freeman’s intention to rape Maya with the concern and care of a father figure, and this
confusion results in her rape and the subsequent emotional trauma that she carries with her throughout the
remainder of the novel. Yet, despite the “cage” of parental abandonment and neglect, Maya is able to “sing”
through the increased amount of independence that she demonstrates by the end of the novel, thus
signaling a shift in the amount of control that Maya exerts over her own life. Maya’s path towards greater
independence was paved by key influencers in her life, such as Mrs. Flowers and Miss Kirwin, who instill
within Maya a passion for education and literature and enable Maya to discover her own self-worth that is
based upon her individual intelligence rather than her race or gender.

What assertions would support this analytic thesis?

Sample Assertion for Thesis #2 How this Assertion Supports the
Sample Thesis
1
Maya represents the “caged bird” because, throughout This assertion establishes the
the novel, she is trapped by the feelings of abandonment central ideas that the character of
that she experiences at the beginning of the novel, and Maya represents the symbol of the
these feelings make her susceptible to the ill-intentioned “caged bird” and that parental
advances of Mr. Freeman. abandonment serves and the

2
While the “cage” of parental abandonment serves to
negatively impact Maya’s childhood experiences, Maya is
able to “sing” by demonstrating an increased amount of
independence by the end of the novel.
3
Key influencers such as Mrs. Flowers and Miss Kirwin
enable Maya to discover her own self-worth and set forth
on her path of independence by instilling within her a
passion for education and love of literature.
primary “cage” in the novel.
This assertion proves that Maya did,
in fact, “sing” by the end of the
novel, and thus overcame her cage.
This assertion ties the two previous
assertions together by explaining
how two characters enabled Maya
to “sing” in paragraph 2 by
overcoming the “cages” examined
in paragraph 1.
What evidence would support your thesis? List sample quotes and analysis for each thesis below:
Evidence/quotations (with p. #) for each assertion What possible interpretations could a
scholar make?
1 “Finally he was quiet, and then came the nice part. The abandonment of Maya’s father leads
He held me so softly that I wished he wouldn’t ever her to seek the comfort and security that is
let me go. I felt at home. From the way he was presently absent in her life. In doing so,
holding me I knew he’d never let me go or let Maya confuses Mr. Freeman’s intention to
anything bad ever happen to me. This was rape Maya with the parental feeling of
probably my real father and we had found each comfort she longs to experience. Mr.
other at last. But then he rolled over, leaving me in Freeman takes advantage of Maya’s
a wet place and stood up.” (72) childhood need for a father figure by raping
her.

2 “The Black female is assaulted in her tender years
by all those common forces of nature at the same
time that she is caught in the tripartite crossfire of
masculine prejudice, white illogical hate and Black
lack of power.
Maya defines her experiences at the end of
the novel as evidence that she “emerges a
formidable character,” despite being
“assaulted in her tender years.”

The fact that the adult African Negro female

emerges a formidable character is often met with
amazement, distaste and even belligerence. It is
seldom accepted as an inevitable outcome of the
struggle won by survivors and deserves respect if
not enthusiastic acceptance.” (268)

3 “It would be safe to say that she [Mrs. Flowers]
made me proud to be Negro, just by being herself.”
(93)
The fact that Mrs. Flowers is formally
educated and values education enables
Maya to discover her own self-worth on the
terms of education rather than race or
gender.