Date: 9/18/2017 Subject(s): AP English Literature & Composition Grade: 12th

Teacher(s): Hess School: LHS

LESSON ELEMENT
1. Arkansas ELA Standard(s) Addressed:
RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
RI.11-12.2 Examine a grade-appropriate informational text. a) Provide an objective summary. b) Determine two or
more themes or central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account.
RI.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful.

2. Learning Target(s):
SWBAT learn and apply new vocabulary.
SWBAT discuss the role of white supremacy, colorism, and beauty standards in society.

3. Relevance/Rationale:
Academically, students will be reading an informational text and pulling out the main ideas from it, which is a
necessary career and college skill. They will also practice taking notes, which is a necessary skill in college. As
public speaking and presenting is an important skill in both college and careers, students will begin to practice this in
front of a supportive peer group.

4. Formative Assessment Criteria for Success:

Monday –vocabulary notes, key concept definitions, interviews

5. Activities/Tasks:
Monday
Bell Ringer: Vocabulary (take last week’s test, then learn new words– unsullied, schemata, solicitous, relish)
Lesson Sequence: Students will list 3 things they think are beautiful/handsome; next, they will list 3 things they think
society finds beautiful/handsome. The teacher introduces but does not yet define the key concepts: white supremacy,
colorism, and standards of beauty. The class will watch a clip synthesizing information from the documentary Dark
Girls, keeping track of if they ever encountered the problems named in the clip. After the movie, students share how
they connected to the issues presented by the video and if it gave them any clue about the key concepts; the teacher will
then define the concepts, which the students take note of. Students will complete a partner interview routine to learn
answers to these questions:
1. How are white supremacy, colorism, and standards of beauty related?
2. Do you think your responses to the beauty questions are influenced by these concepts?
3. Have you had a similar experience to anything described in the clip?
After students interview each other, the teacher will call on some students to share their answers.
Homework: Teacher will sign out copies of the class text. Students will read up to page 32 of The Bluest Eye.

6. Resources/Materials:
Smartboard, markers, vocabulary method, class binders, chromebooks, novel of The Bluest Eye, clip from documentary
of Dark Girls

7. Access for All: (Consider all aspects of student diversity.)

Students will work in groups and engage with the material through hands-on close-reading strategies to ensure
comprehension.

8. Modifications/Accommodations:
Use of a Word Wall and grouping by reading level will enable students visually and collaboratively.