LESSON PLAN

Name: Nicole Shaheen Date: 11/20/23 Lesson Start and End Time: 7:45am-
8:30am
Academic Area: English Grade Level: Co-op initials with date:
9th grade
Pre-Instruction Planning
Topic Black Boy by Richard Wright
PA Anchor/Standard or CC.1.3.9–10.H Analyze how an author draws on and transforms
Eligible Content themes, topics, character types, and/or other text elements from
source material in a specific work.
Lesson Objectives Objective #1: The student will be able to analyze a passage from
the tradebook “Black Boy” by Richard Wright verbally and in
writing.
-Will match with assessment #1 in the sequence of activities.

Objective 2: The student will be able to identify themes found in

“Black Boy” by Richard Wright and personally connect with
them.
-Will match with assessment #2 in lesson wrap-up
Materials -pencils, pens, highlighters (for annotations)

-a chosen passage from Black Boy by Richard Wright on printed

paper, copies for each student

-chosen passage of Black Boy teacher copy (with bolded quotes)

-Black Boy quotes for each group (different quotes for each group)

-m&m’s packages for each student

-laptop (for powerpoint presentation and Avenger’s movie clip)

-white board markers/whiteboard (for writing whatever students

say during “saying something”)

Support for Learners Differentiation

 I will differentiate the content by having a
PowerPoint, YouTube video, and printed short story for
students to learn.
 I will differentiate the process by using
collaborative group discussion and whole class
discussion.
 I will differentiate the process by having students
both comprehend the story through reading silently
while simultaneously listening to the teacher.
 Modifications/Accommodations
 Teacher uses more verbal and nonverbal cues for
students who have ADHD, more scaffolding needed for
the “say something” strategy. The additional prompting
for the “say something” categories provide additional
prompting for the opportunity to elaborate on writing
assignments.
 Teacher makes sure students with ADHD sit closer
to the teacher to prevent distraction and promote
focus.
 Teacher uses extra visual/verbal prompts for
expected behavior.
 Allergies will be considered and an alternative food
choice will be provided if necessary.
Lesson Presentation
Introduction Vocabulary words w/ definitions will be written on the board
before students walk in:
1. gauntly: lean and haggard, especially because of suffering,
hunger, or age
2. baffled: puzzled or bewildered
3. clamor: a loud and confused noise, especially if people begin
shouting
4. vague: unclear
5. briskly: quickly
6. lamming: old slang word meaning “beating” or “hitting”
7. flat: apartment

The teacher will begin the PowerPoint and show students a video
(a YouTube clip from the Avengers movie) and ask them to keep
in mind the question: “How are they being courageous?” The
teacher will write this question on the board as the students watch
the film so that students will keep the question in the back of their
mind. After the video, the teacher will ask for a few students to
share how they believe the heroes were courageous and write those
student suggestions on the board.
Sequence of activities  The teacher will now explain how students will read
a short passage from Black Boy which is also about
courage – but courage in a simpler way than saving the
world. This will be in the form of a PowerPoint.
 The teacher will briefly explain the background on
the author and the book using the PowerPoint.
 The teacher will hand out printed selections from
Black Boy by Richard Wright to all students.
 The teacher will split the students into five groups
(counting students off by five) and students will get in
their collaborative groups, moving to different chairs in
 the classroom.
 The teacher will hand out one, printed quote per
group and an m&m package for each student.
 The teacher will explain the activity called “Say
Something” for the students. This activity involves the
teacher reading the passage from “Black Boy” aloud to
the students. The teacher will encourage annotations,
notes, and highlighting as the passage is being read.
 As students follow along with the story, their group
is assigned one quote within the passage (which was
handed to the group already).
 Once they reach that quote in the passage, the group
is to raise their hands and nominate someone to “say
something” about the passage (assessment #1). There
will be prompts of what the students can say on the
projector (like “ask a question” or “say something you
found interesting”).
 Once that student from the group “says something,”
the whole group can eat their m&m’s.
 If needed, the teacher will answer the “say
something” comment immediately OR write it on the
board for it to be answered after the story is read.
 This structure is to be repeated for each group until
the passage is fully read.
 Once the passage is fully read, any comments
written on the board will be discussed and answered
with the class.

Lesson Wrap-up Students will be asked to talk in small groups about what they
thought of the story and if there was ever a time in their life in
which they had to stand up for themselves, too. This will, then, be
discussed as a whole class. Students will be able to fully
understand the theme of the story and connect it to their own lives
through this (assessment #2).
Self-Evaluation