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Thank You Maam

This lesson plan is for a 7th grade English Language Arts class analyzing how authors establish points of view in literature. Students will analyze how the points of view of characters change in the short story "Thank You Ma'am" by Langston Hughes. The lesson includes direct instruction on static and dynamic characters, guided reading and discussion of the story, and a closing activity where students demonstrate their understanding of character changes. Formative assessments include journals, think-pair-share, and a graphic organizer. The lesson aims to meet standards around analyzing character perspectives and structure in literary texts.

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123 views4 pages

Thank You Maam

This lesson plan is for a 7th grade English Language Arts class analyzing how authors establish points of view in literature. Students will analyze how the points of view of characters change in the short story "Thank You Ma'am" by Langston Hughes. The lesson includes direct instruction on static and dynamic characters, guided reading and discussion of the story, and a closing activity where students demonstrate their understanding of character changes. Formative assessments include journals, think-pair-share, and a graphic organizer. The lesson aims to meet standards around analyzing character perspectives and structure in literary texts.

Uploaded by

api-532262279
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Emily Foster 

  Date lesson taught: Not taught


 
Content Area: English Language Arts

Course Title & Grade Level: 7 Grade ELA


th

Standards:
LA.7.RP.3 Analyze how an author establishes, conveys, and contrasts the points of view of
different characters or narrators in a literary text.
LA.7.RP.4 Analyze the structure of a literary text, and how the structure contributes to its
theme(s) and meaning.

Objectives:  
 
Content— Students will be able to analyze an author’s construction and change of points of
view in a text and how it contributes to the theme.
 
Language— In small groups, students will use a graphic organizer to indicate and analyze
changes in characters’ opinions and worldview, supporting their answers using at least four
pieces of evidence.
 
Student-friendly—I can explain if and how the characters in “Thank You Ma’am” change.

Assessment: 
Journals (Formative)
Think-Pair-Share (Formative)
Graphic Organizer (Formative)
TPR (Formative)
Questioning (Formative)
Check for understanding (Formative)
 

Proactive Management:
-Behavior Expectations:
Low voice level during both whole group and small group
Raise hand to ask or answer questions
 
-Grouping: Use the arrangement of seats to guide- students in built in pairs and groups of four
Table partners (groups of three are okay if we have students missing)
Small groups- groups of four indicated by seating arrangement
Be respectful to peers’ responses
 
Instructional Strategies:  
Direct Instruction
TPR
Questioning
Discussion
Graphic Organizer
 

Note Taking Strategy:  


Graphic Organizer: Gradual release will include modeling
 Click link to view organizer

Questions:
Anticipatory Set:
- What is an opinion you’ve had in the past and how has your perspective changed? Why did it
change?

During the story:


1. What would your reaction be if you were Roger? Mrs. Jones?
2. What does that tell you about Roger’s home life?
3. Where do you think Mrs. Jones if taking Roger? Why?
4. Roger’s still thinking about running. What does that tell you about his character?
5. Why do you think Mrs. Jones is being truthful with Roger? Why would she tell him
about her past?
6. What does that tell you about her character?
7. Why does Roger care if Mrs. Jones trusts him?
8. Why would Mrs. Jones give Roger money?

After the story:


Would you consider Roger a static or dynamic character? How about Mrs. Jones?

Anticipatory Set: 
Journal entry:
- What is an opinion you’ve had in the past and how has your perspective changed? Why did it
change?
Share with your table partner
Tie to the lesson: Today, we’re going to read “Thank You Ma’am” and talk about if and how
the characters change.

The Lesson:
Anticipatory set (5-7 min.)
Explicit Instruction: (15 min.)
- Present Static & Dynamic PowerPoint (click link to view)
- Provide story background (on PowerPoint)
- Introduce graphic organizer -> set purpose  
Guided Instruction: (20 min.)
- Read out loud to class:
- Pause for small groups to fill out graphic organizer
- Pause for questions
 Question #1 after “teeth rattled”
 Question #2 before “‘Then it will get washed’” 
 Question #3 after “Mrs. Luella Bates Washington Jones”
 Question #4 after “run!”
 Question #5 after “presentable”
 Question #6 after “presentable”
 Question #7 after “mistrusted now”
 Question #8 at the end
Collaborative Instruction: (15 min.)
- Discuss as a whole class: Would you consider Roger a static or dynamic character? How
about Mrs. Jones?
- Closure
 

Closure: 
Procedural—
After reading and discussing the story, check for understanding on static & dynamic
characters.
- Closed eyes, thumbs up, thumbs down
Total Physical Response:
- In groups of three or four, students must create a movement (or lack thereof) to represent
static and dynamic characters
- Then the group will send up however many people they need to show the class their
movement.
 
Content Summary— Today’s lesson on static & dynamic characters will help us throughout
the week as we start a new novel and discuss character changes.

References: 
Nebraska Department of Education. (2014). Nebraska English Language Arts Standards.
Retrieved from 
https://www.education.ne.gov/wpcontent/uploads/2017/07/2014_Updated_ELA_Standards_V
ertical_Version_k_12.pdf.

Roohani, A., Jafarpour, A., & Zarei, S. (2015). Effects of Visualisation and Advance
Organisers in Reading Multimedia-Based Texts. 3L: Southeast Asian Journal of English
Language Studies, 21(2), 47–62. https://doi-org.leo.lib.unomaha.edu/10.17576/3L-2015-2102-
04.

Hughes, L. (1958). Thank you, ma’am. Retrieved from


https://wikis.westchesterlibraries.org/occfiles/Thank_You_Ma%27am.pdf. 
 
Lesson Plan Reflection (required):
1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your
lesson. How did you demonstrate high expectations, make learning relevant, and motivate students?

To demonstrate high expectations, I wanted to make sure that students treat each other with
respect, especially during grouping. Additionally, expectations will be communicated ahead of time. To
make learning relevant, I wanted to include the journal activity to show that they see development in and
out of literature. To motivate students, I included the TPR group activity as a way to engage students.
 
2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to meet
the needs of ALL learners?
I included the small group activities to fall under the engagement category because it fosters
collaboration and community (8.3). The PowerPoint direct instruction clarifies vocabulary (2.1) and sets
background knowledge (3.1). Representation is seen in the use of graphic organizers because it facilitates
managing information and resources (6.3).

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