Nancy Kun
ENGL 611
Professor A. Mueller
What is Beauty?
Rationale
This unit, “What is Beauty?” will be the second unit for my 7th grade students
in an urban k-8 public school just outside of Boston. The student body at my school
is ethnically, racially, and culturally diverse. Our first unit of the year will focus on
Sharon Flake’s novel, The Skin I’m In. In the first unit, I will use the novel to teach
story elements and comprehension strategies. In the “What is Beauty?” unit, I will
continue to rely heavily on Flake’s novel, but we will be delving more deeply into the
social-emotional issues (racism, bullying, self-esteem, judgment of peers based on
appearance) addressed in the novel. We will move beyond mere technical
analysis/study of the text and its plot and into broader, deeper, more personal study
of the novel and its main ideas (Blau 101).
Sharon Flake’s The Skin I’m In is an ideal jumping off point from which to
start this unit. Students identify with the characters, the school setting is familiar,
and the relationship crises that develop between friends/teachers/family are all too
familiar to students. As Rosenblatt points out, students must be “emotionally ready”
for any given text (25). She also urges teachers to select literature that “focuses on
problems of importance to the group” (68). Every student will have varied interests,
but this particular novel brings all middle school students together because they all
identify with the social struggles and identity woes of the characters in the novel.
Many middle school students are in the throes of an identity crisis. They are
experimenting with the way they dress, talk, behave, and interact with the world.
They are quick to render harsh judgments on others, but they are also quite gifted at
being their own worst critics. Middle school kids are desperate to fit in and to be
accepted by their peers. Unfortunately, at this age, children tend to use rather
shallow criteria to determine whether a person should be accepted or rejected. In
short, a kid who “looks the part” (i.e. has the right clothes, the perfect body mass
index, and the cutest hair style) will fit in, while the poorly dressed, overweight,
frumpy kid is immediately placed in the “reject” pile.
This unit is designed to help students make the social transition into 7th
grade. Through a study of various works of literature that ask us to construct,
deconstruct, and reconstruct our definition of beauty, I hope to help students gain
an appreciation of themselves, each other, and the 7th grade community at large. My
ultimate goal is to get students to broaden their definition of the term “beauty” so
that they are able to appreciate everybody and see that everybody brings something
“beautiful” to the 7th grade community. We are all complex, interesting and talented,
and we all have something beautiful to contribute to the group. We all belong, and
there is beauty in our diverse appearances, cultures, ideas, and interests.
Does this unit sound a bit “fluffy”? Is it too “touchy-feely?” I grappled with
those questions myself, but I have decided that this unit has the potential to be a
powerful tool in constructing a firm foundation for a positive 7th grade community.
Why take on this topic through literary study? According to Rosenblatt, “prolonged
contact with literature may result in increased social sensitivity” (176) and our
exposure to a variety of literary characters can help us “enter vicariously into the
experiences of others” (178), thus leading to an “increased understanding of the
needs of others” (175). Why not take full advantage of the power of literature to
make us better readers and better human beings?
In my years of teaching middle school, I have seen the pain and suffering that
a child can endure when he or she is excluded, cast out, or bullied. In most cases,
this mistreatment is the direct result of the student not “looking right”. In my adult
mind, I wonder why kids can’t look beyond the surface and appreciate the beauty in
each other. Why are the only kids having a good time in 7th grade the ones with the
pretty hair and the cute outfits? Why are the “different” kids destined to be lonely
throughout their middle school careers?
Sure, I can lecture kids about being nice to each other. I can pull kids aside
and discipline them for being mean to their classmates. But is that really
accomplishing anything? Are the kids really getting anything out of my simply
telling them to be decent to each other? As much as it pains me to admit it, I think
my words are falling on deaf ears. I cannot simply impose my value system on my
students. Through this unit of study, I hope to use literature to help students, “work
out their own principles and hierarchy of values” (Rosenblatt 125) and come to
their own understanding that everybody in the classroom deserves to be respected
and valued. I cannot presume to be able to singlehandedly establish a positive
environment in the classroom. I need for the students to “buy in” to this important
work, and I think this unit will help us get there together.
I will use literature to introduce this sensitive but important discussion to
the students. In a classroom readers can most conveniently engage in such activities
as discussion and reflection through writing, and collaboration in the process of
interpretation (Blau 24). This type of communal classroom is the ideal place for this
conversation to happen.
Before we start the unit, I will ask students to make a collage that shows ten
things/people/places/ideas they find beautiful. They should label the collage and
write a brief description of each item, and a few sentences about why they find each
thing beautiful.
We will begin the unit with some anticipation guide work. This will give
students an opportunity to respond to the essential questions of the unit. The
essential questions will be:
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What is beauty?
Who gets to decide what is beautiful?
Can beauty only be confirmed visually, or can intangible things be
beautiful?
Does everybody agree on what is beautiful?
Is it difficult to explain to others how you can find beauty in
something unconventional (something that most/many people do not
find beautiful?
What is the price of beauty?
Has anything or anybody helped you shape your definition of the
word beautiful?
What message can you send to the world about beauty?
As Rosenblatt points out, students can use literature to “gain knowledge of
the world, to fathom the resources of the human spirit, to gain insights that will
make his own life more comprehensible” (9). Through a close examination of
literary characters’ trials and tribulations, students will be able to see the damaging
affects of judging people solely on their looks, and ultimately challenge their own
definitions of beauty and standards by which they judge themselves and others.
We will also take a look at several poems that ask us to broaden or question
our definitions of beauty. We will look at “Harlem Sweeties” by Langston Hughes.
The poem is very similar to a poem written by one of the characters in The Skin I’m
In. We will also read “Valentine for Ernest Mann” by Naomi Shahib Nye, to raise the
question of who gets to decide what is beautiful and/or how to define beauty.
Finally, we will do some current events/media literacy readings and image
studies so that students can see what is going on among their contemporaries, and
how the quest for beauty, perfection, and acceptance can lead to devastating
consequences. I will leave this portion of the unit for last because I will really want
students to respond personally to these real stories. It is safer for students to
respond to fictional literature because they can couch their responses in
commentary on the characters. Making personal connections is riskier, and
hopefully we will have built up enough of a comfort/trust level to speak personally
by this point. Smith states that our goal should be “to build a bridge between what
students do as a matter of course in their day to day lives and their literary reading”
(165). I think the novel and the poems will establish the groundwork for students
to discuss the real world more openly and with more confidence.
In this unit, I hope to generate lots of discussion. We will work in whole
group, small group, and in pairs to give everybody a chance to be heard, and to hear
and consider what others are saying. I will also ask students to do quite a lot of
journaling, and we will use reader’s response journals so that students and I can
communicate in writing about their reactions to the readings and to the issues that
arise in our discussions. Some students are much more forthcoming in writing than
they are in discussion, so the writing assignments will help them share their
thoughts and build confidence in their ideas. This will be a bridge between a
student thinking privately and sharing publicly with the class.
As Smith points out, “literature can transform us and help us outgrow our
current selves” (153). If this unit is a success, students will have grown, challenged
previously held notions, and altered their definitions of beauty. In other words, I
want for this to be meaningful and to go beyond reading and discussing in class. I
want our unit to positively impact decisions my students make in regards to how
they view themselves and others. Smith reminds us that literature is “uniquely
poised to provide a powerful and transformative experience” (158). To end the unit
students will produce and perform a Public Service Announcement, targeting one of
the many people or groups of people who students feel affect the way they see
themselves and judge others. The PSA will require students to focus on current
problems and possible solutions.
Unit Goals: (Students will be able to)
 Define beauty in their own terms
 Justify their positions on what constitutes beauty
 Gain an appreciation for the many layers of beauty and acknowledge the fact
that in spite of our differences, we are all beautiful and there is room for all of
us to fit in.
 Contemplate the essential questions of the unit through discussion, reading,
classwork, and projects.
 Track changes in their own opinions, taking note of what prompted the
changes.
 Participate respectfully in class discussions, voice opinions, and value their
classmates’ contributions to the class environment
 Discuss, read, and write about literature (non-fiction, fiction, and poetry)
 Write creative and expository pieces surrounding the question of “What is
Beauty?”
 Find works or literature (songs/poems) that address the issue of beauty
 Make text-to-text, test-to-self, and test-to-world connections
 Synthesize many elements of discussion and study and compile final
opinions, projects
 Devise practical suggestions for people who might be in a position to change
the way we judge others, define beauty, and see ourselves.
Works Cited (Entire Unit Citations Here)
Atwell, Nancie. In The Middle: New Understanding About Writing, Reading, and
Learning. Portsmouth, NH: Heinemann, 1998. Print.
Blau, Sheridan. The Litearture Workshop: Teaching Texts and Their Readers.
Portsmouth, NH: Heinemann, 2003. Print.
Cloud, John. “When Bullying Turns Deadly: Can It Be Stopped?” Time.com.
24 October 2010. Web. Searched 11 August 2012.
Daniels, Harvey and Zemelman, Steven. Subjects Matter: Every Teacher’s Guide to
Content Area Reading. Portsmouth, NH: Heinemann, 2004. Print.
Dubreuil, Jim and McNiff, Eamon. “Bullied To Death in America’s Schools.”
ABC.com. 8 April 2102. Web. Searched 11 August 2012.
Flake, Sharon. The Skin I’m In. New York: Jump at the Sun Books for Children,
1998. Print.
Hughes, Langston. “Harlem Sweeties”. Poetry Foundation.org. Searched
7/30/2012. Web.
Karimi, Faith. “Middle Schoolers Bully Bus Monitor, 68, With Stream of Profanity,
Jeers.” Cnn.com. 21 June 2012. Web. Searched 11 August 2012.
Nye, Naomi Shihab. “Valentine For Ernest Mann.” Prentice Hall Literature Penguin
Edition Grade 7. Pearson Prentice Hall. Upper Saddle River, NJ: Pearson
Prentice Hall. 2007. 521. Print.
Robb, Laura. Teaching Reading in Middle School: A Strategic Approach to Teaching
Reading That Improves Comprehension and Teaching. New York: Prentice
Hall. 2000. Print.
Rosenblatt, Louise. Literature as Exploration. 5th Edition. New York: MLA,
1995. Print.
Simon, Mallory. “My Bullied Son’s Last Day on Earth.” Cnn.com. 23 April 2009.
Web. Searched 11 August 2012.
Smith, Michael and Jeffrey D. Wilhelm. Fresh Takes on Teaching Literary Elements:
How to Teach What Really Matters About Character, Setting, Point of View,
and Theme. New York: Scholastic, 2010. Print.
www.clasroomlaw.org. web. Searched 15 August 2012.
www.rubistar.com. Web. Searched 17 August 2012.
What is Beauty?
Lesson Plan #1
Course: Grade 7 English Language Arts
Duration: 55 minutes
Placement in Unit: This is the first official lesson of the unit. Students will have
been assigned the homework task of completing a “10 beautiful things collage”
(described in greater detail later in the lesson plan) and writing a definition of
beauty. But these assignments will have been given without any context. Today’s
lesson marks the first time we’ll discuss the idea of beauty together in class. (See
Artifact #1 for the assignment detailing the instructions for the
collage/definition assignment).
Rationale: We are launching into our “What is Beauty” unit today. My rationale
behind this unit is that middle school students are so quick to leap to judgment of
others based on superficial criteria like appearance, weight, and clothing. If we
want to have a positive social and learning environment in school, students need to
be able to see the beauty in each other and accept each other. This unit will expose
us to various genres of literature (novel, poetry, current events, media) as we
explore this important issue. In this particular lesson, we will simply lay the
groundwork, get exposed to the essential questions, and start to formulate our own
responses to the question, “What is Beauty?” The main purpose of today’s lesson is
to just get the conversation flowing, to open up the discussion about how we define
beauty. The “beauty” of today’s lesson is that there are no right or wrong answers;
students simply need to be able to discuss, justify, and explain their thinking.
Students will likely “bring personality traits, memories of past events, present needs
and preoccupations, a particular mood of the moment, and a particular physical
condition” (Rosenblatt 30) to this broad discussion of how to define beauty. This
close personal connection to the question is what I want students to examine and
challenge throughout the course of the unit.
Massachusetts Common Core Standards:
Writing Standard:
1. Write arguments to support claims with clear reasons and relevant evidence.
c. use words and phrases to create cohesion and clarify relationships
among claims, reasons, and evidence.
Speaking and Listening
1. Engage effectively in a range of collaborative discussions. Build on others’ ideas
and express own ideas clearly.
c. Pose questions that elicit discussion and respond to others’ questions.
Mastery Objectives: (I Will Be Able To)
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Offer justification as to why I find things beautiful or ugly/unpleasant
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Participate meaningfully and respectfully in class discussion/activities
Try to persuade others to challenge their own standards/definitions of
beauty
Remain open to discussions in which classmates might try to challenge their
standards/definitions of beauty.
Make predictions as to what the goals of our unit will be
Offer feedback as to how I felt about the lesson/class discussion
Procedure: (How Will I Get There?)
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Students will come to class having completed their “10 beautiful things
collage.” Each student will have a made a collage of images (hand drawn,
computer generated, or actual photographs) of things, places, people, or
general ideas that they find beautiful. They will have numbered the images
and then written 2-4 sentences about each one, identifying the image and
explaining why they find it beautiful. Students will also have composed their
own definitions of what beauty is. (See Artifact #1 for instructions for the
collage and definition assignment.)
Students will turn and talk to a classmate about their collages. They will pay
particular attention to ideas they had in common and to question their peer
about images they specifically do NOT find beautiful. This will hopefully pave
the way to students understanding the fact that we do not all define beauty in
the same way, that we all have different standards of beauty and define
different things as beautiful. (5-10 minutes)
Each student will share with the class one image from his or her collage,
explaining why he or she included this in a short list of beautiful things. As
each student names an image from their collage, the rest of the class will, by
show of hands, reveal whether they had the same or a similar image on their
collages. (5-10 minutes)
We will play a game of “The Wind Blows”. This game will be played as
follows:
1. Each student will be given an index card with a word on it. Some
cards will contain words that I anticipate students will largely
consider beautiful and/or that I jot onto cards as students share
their collages (e.g. poetry, family, flowers, nature, chocolate,
artwork). Other cards will contain words that a majority of
students might be likely to consider ugly/unpleasant (war, blood,
tarantulas, fire, hospital). Then I will have a series of words that
students may not have ever considered to be either beautiful or
ugly (baseball cap, Wednesday, chair, airport). Note: I will make
the index cards up myself rather than have the kids do them because
it is early on the year and I want everybody to participate
comfortably. This is a big “look at me” exercise, and if kids can at
least reason that they are simply reading a word the teacher wrote,
then it might be a bit easier. If, however, a student really wants to
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do one of his/her own words, he/she need just ask me I’ll hand over
an index card. I also do the words myself because I want kids to
remain focused and not engage in a contest for who can come up
with the most ridiculous and over-the-top words. (This is 7th grade
after all!)
2. Students will stand in a circle. One student will volunteer to go in
the middle. If that student has the card reading, “flowers” he will
say, “The wind blows for anybody who thinks flowers are
beautiful.”
3. Students who agree (who do think flowers are beautiful) will be
required to find a new place in the circle, but they will have to
cross through the center to do so. This gives an opportunity for
students to see how many people agree with the statement, and to
identify students whose responses are the same as or different
from their own.
4. The last student to make it through the center gets “caught” and
must restart the game, reading his/her index card.
5. The game continues until all students have stood in the middle
with their index cards. (10 minutes)
Once we’ve sat down, students will quietly write three things that they
observed about the “As the Wind Blows” activity. They should try to
observe general trends. (Ex. Most girls thought flowers were beautiful.
Only one person thought tarantulas were beautiful. Everybody thought
family was beautiful). (5 minutes).
I will also project a list of all the words we saw during the game and ask
students to make a beautiful/not beautiful/neutral chart in their
notebooks. They will list each of the words in the column to which they
personally would relegate them. (2-3 minutes)
“Shop Around”. Students will all be given a worksheet with the following
chart. (See Artifact #2 for the full worksheet)
Beautiful
Not Beautiful Neutral
Students will go around the room, looking for a classmate who has any
given object in a different column from theirs. They will have an informal
discussion in which they explain to each other why they’ve placed the word
where they have and see if they can convince the other to change positions
on the chart. I will walk around and listen to students’ conversations.
During share out I’ll ask a few groups to summarize their conversations,
explaining why they were or were not convinced to change the placement
of words on their charts. (10 minutes)
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Distribution and Explanation of Homework: I will ask students to consider
the title of our unit, “What is Beauty” and think about what we did today. I
will ask them to try to predict what the main point of our unit will be and
what they think they will be learning/exploring/studying. (5 minutes)
(See Artifact #3 for the Homework assignment worksheet) This homework
is largely asking students to rehash what they did in class, and particularly
to record the content of their discussions with classmates. Sometimes,
even if students are very engaged and attentive during class discussion,
they don’t take time to think about or process the discussion after class.
This homework will require them to do so. This is important because it is
the groundwork for the unit. I am also asking students to think ahead to
what the unit might be about. Now that they have been introduced to some
of the main ideas of the unit, I want them to think about where we are
going, and why we might be going there.
Assessment (How Will I Show What I Know?)
This lesson is largely exploratory. Since it will take place very early on in the school
year, it will provide me with an opportunity to get a feel for the class dynamics,
paying particular attention to noticing which students might have a tendency to
dominate discussion, and which students might need to be drawn out a little bit
more. There will not be a formal grade delivered for the classwork. Credit will be
given for completed homework for the previous evening’s collage and for this
evening’s reflection worksheet.
Artifact #1/Lesson #1
Directions for Beauty Collage and Definition of Beauty
On a sheet of 8.5X11 paper, make a collage showing ten different images of what you
think is beautiful.
You can show places, people, objects, ideas, words, animals, emotions, etc. Your
pictures can be hand drawn, computer generated, cut from magazines, or a
combination of any/all of these. Don’t worry about being 100% accurate. If, for
example, you want to say that you think Hampton Beach in NH is beautiful, and you
can’t find a picture of Hampton Beach, a picture of the ocean or any beach will do. If
your baby cousin Jeffrey is adorable but you can only find a picture of a random
baby or Jeffrey’s mother doesn’t want you to use his picture for the assignment,
that’s OK, too. You can use the random baby picture to represent Baby Jeffrey. You
will have the opportunity to write about the picture and tell us specifically that you
mean Hampton Beach or Baby Jeffrey.
You must number each object 1-10. On a separate sheet of paper, write 2-3
sentences about each object (number on paper corresponds to number on collage).
Explain what the object is, and explain specifically why you think the
person/place/thing in the picture is beautiful.
Somewhere on the collage, you must write your own definition of the word beauty.
Please don’t look up the word in the dictionary. Start with, “Beauty is______________”
and then write down what you think it is. You can’t be wrong because I’m asking
you for your thoughts.
Artifact #2/Lesson #1
“Shop Around” Worksheet
We’ve played “The Wind Blows For” and you probably noticed that not everybody
agreed on what is beautiful.
A list of the words we used for the game is on the Smart board. Take a moment to
write each word in one of the three columns.
Beautiful
Not Beautiful
Neutral (I don’t find this
object beautiful, but I
wouldn’t say it’s not
beautiful either)
Now, take a walk around the room and find a classmate who has one of the words in
a different column to the one in which you placed it. Talk to the classmate. Ask why
he/she has the word in that column. Explain why you placed the word where you
did. See if you can convince your classmate to see things the way you do. In return,
remain open to what your classmate is saying, and see if he/she is successful in
swaying your opinion.
Sample Conversation:
Melissa: Nathan, I see that you have flowers in “not beautiful.” I can’t even imagine
not loving flowers. They’re so colorful and fragrant.
Nathan: Yeah, that’s just the problem. I’m allergic to flowers. As soon as I smell a
flower, I know it’ll trigger an avalanche of sneezing and runny eyes.
Melissa: Yeah, I guess that would be tough. But OK, what if flowers didn’t cause
allergies. You have to admit that they at least look pretty.
Nathan: Yeah, I can give you that. They do look pretty, but I just can’t get into them.
Beauty is more than just looking pretty. I just can’t call anything that makes me sick
pretty.
Melissa and Nathan are speaking respectfully, explaining themselves, and listening
to each other. You and your classmate should try to emulate this model and have a
productive conversation. During share out, be prepared to tell the class about your
discussion. Pay particular attention to whether anybody changed his/her opinion.
Nancy Kun
ENGL 611
Name:
Date:
Artifact 3/Lesson #1
Homework
1. Write down the three general observations you made about the class responses
to the “The Wind Blows For” game.
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2. Answer these questions about “The Wind Blows For” post-game discussion.
Focus on one item that you each had in a different place. What object did you
discuss? _____________________________________.
In which column did you place it? ____________________________________
Why?______________________________________________________________________________________
Who was your discussion partner? ___________________________________________.
Where did he/she place the object? ______________________________________________.
Why?_______________________________________________________________________________________.
Did either of you manage to change the other’s mind? Explain.
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3. We’ve just started a unit called, “What is beauty?” Considering the activities we
did today, where do you think this unit is going? What important ideas do you think
we might be exploring within this unit? Why do you think we are going to do this
work?
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4. What did you like about today’s lesson?
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5. What did you dislike about today’s lesson?
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6. Do you have any questions?
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What is Beauty?
Lesson #2
Internal v. External Beauty
Is Each Character Beautiful? You Be the Judge Part One.
Course: Grade 7 ELA
Placement in Unit: Second Lesson of “What is Beauty” Unit
Duration: 55 minutes
Rationale: Because we are still early in our “What is Beauty” unit, students will still
largely be thinking about beauty in visual terms. In Sharon Flake’s novel, The Skin
I’m In, many of the characters have physical imperfections (real or perceived). In
this lesson, we will discuss these characters’ appearances (what people see on the
outside) and their personality traits. We will ask ourselves whether a person with
physical imperfections can still be beautiful. Ultimately we will work toward
determining whether internal or external characteristics are more important in
determining whether a person is beautiful. Because today’s lesson will require
students to collaborate and discuss their opinions of characters in small groups,
they will have the opportunity to “confirm or challenge each others understanding”
(Blau 44). Students will have broad interpretations of the characters in the novel,
and this lesson will give them an opportunity o discuss and challenge classmates’
findings. Also, it is more valuable for them to discuss their opinions of these
characters with each other instead of just having me lead the discussion in front of
the room. The characters in the novel are 7th graders and they speak to 7th graders
as “situational readers” (Blau 139). It is a lot more valuable for me to let students
engage in their generational and cultural interpretations (Blau 76) within their peer
group, because if I run the entire conversation, I run the risk of having them say
what they think I want them to say about the characters. (Obviously Charlese is
“bad”, but if they talk among themselves, students might find justifications for her
behavior that they do not think I want to hear and therefore would leave out of
general discussion. If they work together in groups and find these alternative
interpretations/understandings of characters, they will feel safer fostering and
further developing those and bringing them up in class.)
Massachusetts Common Core Standards:
Reading Standards for Literature
1. Cite several pieces of textual evidence to support analysis or what text says
explicitly as well as inferences drawn from the text
6. Analyze how an author develops and contrasts points of view of different
characters or narrators in a text.
Writing Standards
1. Write arguments to support claims with clear reasons and relevant evidence.
B. Support claims with logical reasoning
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task., purpose and audience.
Speaking and Listening
1. Engage effectively in a range of collaborative discussions. Build on others’ ideas
and express own ideas clearly.
A. Come prepared, having read or researched assigned text.
C. Pose questions that elicit discussion and respond to others’ questions.
Mastery Objectives (I Will Be Able To)
 Participate respectfully and productively in class discussion
 Discuss literature
 Distinguish between internal and external characteristics
 Identify Physical Features and personality traits of each character. Provide
textual Evidence (page numbers and quotes)
 Determine whether you would call each character ugly or beautiful and
provide evidence to support your argument.
Procedure (How Will I Get There?)
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Do Now: (5 minute Journal) Who is the most beautiful person you know?
Write about why you think this person is beautiful. Provide a thorough
description.
Share out from the Do Now: (3 or 4 minutes)
We will discuss the terms “internal characteristics” and “external
characteristics”. (2-3 minutes)
I will have a T-chart on the Smart board with the terms “Internal
Characteristic” and “External Characteristic” populating the top of the
columns. I will have a work bank of terms such as: Kind, Selfish, tall, blonde,
forgetful, muscular, etc. I will ask a student to come to the board and, with
coaching from his/her classmates, manipulate the words by pushing them
into the correct column (internal or external). (Total of about 10 minutes)
Students will work in groups of 3 to fill in the internal/external characteristic
charts for each of the characters of the skin I’m in. They will go through the
novel to find examples to populate the chart, providing textual evidence
(pages/quotes) for each piece of evidence. (20 minutes) (See Lesson Plan 2
Appendix 1)
I will have a Smart board projection of the worksheet on the Smart board and
we will come back together for a whole class discussion, with me filling
student responses. This will give a chance for students to hear and “borrow”
evidence identified by their classmates. Students will be encouraged to add
to their own respective character trait charts. (10 mins)
I will tell students that we will have a court proceeding tomorrow and ask
volunteers to play the roles of the characters in the novel from the
worksheet. (3-5 minutes)
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I will go over homework, a court preparation worksheet for tomorrow’s
proceedings. (5 minutes)
Assessment (How Will I Show What I Know?)



Participation in discussion
Worksheet with factual textual evidence provided
Homework with pointed, evidence based questions for the characters.
Lesson Plan #2
Artifact #1
Character Trait Sheet
Character
Charlese
Maleeka
Caleb
John-John
Mama
Internal
Characteristics
External
Characteristics
Behaviors/Actions
Ms. Saunders
Tai
Lesson Plan #2
Artifact #2
Beautiful or Not Beautiful?
You Be the Judge Part 1
For those of you who have volunteered to play characters from the novel in
tomorrow’s lesson, you must be prepared to “take the stand” and answer
questions about your internal/external characteristics as well as your
behavior/actions. Be prepared to justify your actions, defend yourself, and try to
position yourself in such a way as to make the jury see you as a “beautiful” person.
Make sure you really know your character.
Your classmates will be asking you questions and determining whether you (your
character) is beautiful or not beautiful.
Take this role seriously. Remember that you are really getting into the head of your
character. You’ll have to talk and act like them and form your answers in such a way
that seems reasonable to the novel. Are you guilty of some bad behavior? Do you
have some pretty dubious internal character traits? Even if you the answer is yes,
you might still be able to convince the jury that you are beautiful.
For those of you who will play lawyers/questioners in tomorrow’s trial, be
prepared to ask questions of the characters. You have likely already formed an
opinion as to whether your character is beautiful or not beautiful. Try to frame your
questions in such a way as to make the person appear the way that you want them
to appear. Your questions should focus on the things that the characters have done
in the novel. You should really know the novel well to push your characters to
justify their actions.
For those of you who will play the Jury tomorrow, be prepared to come to class
with an open mind tomorrow. Listen to all the questions, testimony, and evidence
and render a fair verdict. You probably feel like you have a pretty solid judgment of
whether this person is beautiful or not, but wait until you hear the testimony
tomorrow to cast your final judgment.
I will select a Judge tomorrow!
Everybody:
Write a few sentences about each character in your “writing seed” notebook. For
each character, provide one argument in favor or calling your character beautiful,
and one argument against it. (You can discuss internal or external traits) Provide
textual evidence and your own justification for each of your statements.
Also, think about the work you have done today, and write a few sentences about
whether you think internal or external characteristics, in general, are more
important in determining whether somebody is beautiful. In other words, can a
person be physically unattractive, but still be a beautiful person? Can a person be
physically attractive and still be and ugly person?
What is Beauty?
Lesson #3
You Be the Judge Part 2
Course: Grade 7 ELA
Duration: 55 Minutes
Place in Unit: This is the third lesson
Rationale: As we continue to ponder the question of whether a person’s beauty is
defined by what’s inside or outside, we will put the characters of The Skin I’m In on
trial. Students will have a chance to bring the characters to life and “interact” with
them through questioning them and submitting them to their own real-world
scrutiny. This lesson will give students the chance to capitalize on their innate
tendency to bring themselves and their own judgments to their reading. If students
give voice to these characters and engage them in conversation/dialogue in the
classroom, they will have a chance to push the limits of the story as it is written on
the page, and consider alternative explanations of characters’ behaviors. This
exercise will help students understand that there is more than one interpretation of
a literary work or character (Rosenblatt 74).
Note: I would have to assign the roles described in the lesson ahead of time, so
that students had time to prepare and play their roles effectively. I imagine
this lesson itself would take three days. The first day would be my going over
the courtroom roles and assignments. For homework, students would begin
to prepare their parts. On the second day, the trials would begin. On the third
day, they would finish, and I would give students the formal writing
assignment. This is at least 3-4 class days worth or work, but I am presenting
it here as one lesson.
Common Core Standards:
Reading Standards
1. Cite several pieces of textual evidence to support analysis or what text says
explicitly as well as inferences drawn from the text
6. Analyze how an author develops and contrasts points of view of different
characters or narrators in a text.
Writing Standards
1. Write arguments to support claims with clear reasons and relevant evidence.
A. Introduce claims, acknowledge opposing claims, organize logically.
B. Support claims with logical reasoning and relevant evidence
E. Concluding statement that supports argument presented
4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task.
Speaking and Listening
1. Engage effectively in a range of collaborative discussions. Build on others’ ideas
and express your own clearly.
A. come prepared having read and researched
B. Keep on track and adhere to roles as assigned
C. Pose questions that elicit discussion and respond to others’ questions
3. Evaluate speaker’s reliability
Adjust speaking to task and audience.
Mastery Objectives (I Will Be Able To)
 Role-play, adopting the perspective and voice of a literary character or
courtroom participant.
 Use textual evidence to frame a conversation (trial) in class. Root
questions/answers/discussion in the frame of the novel.
 Make reasonable inferences about characters based upon evidence directly
stated in the novel
 Discuss literature with classmates
 Determine whether each character is beautiful, and whether external or
internal beauty is more important. Provide justification for
opinions/positions.
 Adopt the tone, voice, mood, and demeanor of assigned role.
Procedure (How Will I Get There?)
 I will begin by going over the courtroom roles and responsibilities. (See
Lesson #3 Artifact #1) (10 minutes)
 We will have each character “take the stand” and face the lawyers for
questioning. The lawyers will ask the characters questions to try to get them
to “reveal their true personality”. Student actors will have to answer from
the point of view of the character.
 Characters will be cross-examined (have both “sides” pose questions to try to
depict characters in their desired light.
 Trial lawyers should refer to events from the novel and try to get characters
to provide thoughts/insights from a first person point of view.
 Characters’ responses should be “reasonable” in terms of being related back
to the novel.
 Upon conclusion of each character’s trial, the jury will be given time to talk
about the proceedings and render a verdict. They will have to fill out and
read a verdict sheet to the class. (See Lesson #3 Artifact #2)
 The character and lawyers will have to leave the room and the jury will be
given time to discuss the trial before rendering a verdict. A jury foreman will
read the verdict to the class.
 The judge will record the final verdict of each character on the White Board

The trials will likely take two class periods (On day 1, the trials and
deliberations would take about 35 minutes, for a total of 45 minutes of class
time to prepare, conduct trials, deliberate, and render verdicts. I realize that
leaves ten minutes of class unaccounted for, but we will likely have questions
and need clarification or redirection)
Assessment (How Will I Show What I Know?)

Students will select one of the characters from the trial and write an essay
about whether they would consider this character to be a beautiful person or
not. Assignment sheet (Lesson #3 Artifact #3) and Rubric (Lesson #3
Artifact #4)
Courtroom Roles
Lesson #3
Artifact #1
Characters from the Novel: You will answer all questions posed by the lawyers. If
asked a question about something directly stated in the novel, you will need to stay
faithful to the text and answer “correctly”. If you are asked a question that requires
you to make inferences, have fun, but keep your answer “reasonable”.
Lawyers: You will collaborate with other students to come up with some good
questions to make the character reveal his/her true personality or character traits.
You can ask questions about the character’s external traits/physical appearance, but
don’t neglect to ask questions that lead the character to reveal his/her inner
characteristics. Here’s the Twist: Every character is entitled to a fair trial. If you
are a lawyer, I will tell you whether you should try to make your character look
beautiful or not beautiful.
Jury: You will listen to the questions and answers. Once each character’s trial is
concluded, you will render a verdict, beautiful or not beautiful. You will have to fill
in the verdict sheet and read it aloud to the classroom/court.
Judge: You will maintain order in the court. (I’ll give you a little help with that!)
Character Verdict Sheet
Lesson #3 Artifact #2
Character: __________________________________________________________
We, the jury, find the character, __________________________________, to be
____beautiful, __________not beautiful.
We base our decision on the following evidence. (Here, cite at least three
points of evidence that came up in trial that brought you to your ultimate
decision)
Writing Assignment
Lesson #3 Artifact #3
Character: Beautiful or Not Beautiful
After our character trials, we have had to really think about what criteria we use to
determine whether somebody is beautiful or not.
Please select one of the characters that we put on trial and complete the following
writing assignment:
Paragraph 1: Identify the character. Talk a little bit about how the character fits into
the novel, and what role he/she plays. Identify whether you found beauty or not
within this character. Think about our introduction format in giving a sneak peek
into the paragraphs to come. Hint at the justifications you will provide in each of
your upcoming paragraphs.
Paragraph 2: One of the justifications you can provide for your decision to call your
character beautiful or not.
Paragraph 3: A second justification for your decision to call your character beautiful
or not.
Paragraph 4: A third justification for your decision to call your character beautiful
or not.
Paragraph 5: Conclusion. What weighed more heavily in your decision as to
whether this person was beautiful or not? Was it their internal or external
characteristics? Conclude with a statement about what can be learned from this
study of your character in terms of how we determine whether a person is beautiful
or not.
Note: Intro and conclusion should be between 4 and 6 sentences in length.
Paragraphs 2-4 should have a topic sentence and be 5-8 sentences in length.
Use very specific evidence from the trial and
from the novel to justify your position.
Rubric for Character Verdict Essay
Lesson #3 Artifact #4
Criteria
Your
provide
three
separate
justification
s as to why
you took
this position
4-Outstanding
Each of your
arguments is
strong and
substantially
separate.
Your
justifications
are not
repetitive.
3-Good
Each of your
arguments is
separate, but
you repeat
one or two
small details
repeat.
2-Fair
Two of your
three
justifications
are repetitive
and/or you only
attempt to
provide 2
justifications.
Your
justification
s are firmly
rooted in
the novel
(either
directly
stated
information,
or
reasonably
inferred)
You have a
solid
understandin
g of the
directly stated
information,
and your
inferences are
reasonably
based in the
fabric of the
novel.
You have a
solid
understandin
g of the
directly stated
information,
but your
inferences are
a bit shaky
and/or you
only rely on
the directly
stated
information
(you do not
“dig deeper”
into the text
with some
meaningful
inferences.
Your
introduction
is clear and
interesting,
but you don’t
really provide
an adequate
“sneak peek”
at the three
body
Your
justifications
are only loosely
based upon
what happened
in the novel.
Introduction Your
introduction
is clear,
interesting,
and you
provide an
adequate
“sneak peek”
at where the
three body
You introduce
the topic, but
you do not
announce your
stance and your
reader does not
know where you
are going in
your essay
1-Poor
All three of
your
justifications
are
repetitive
and/or you
only attempt
to provide
one
justification.
Your
justifications
are not at all
based upon
what
happened in
the novel.
You have not
done an
introduction
.
Awareness
of audience
Topic
Sentences
Conclusion
paragraphs
will take the
reader. Your
reader is very
clear on your
position.
You are aware
of the fact that
this is an
academic
piece of
writing. Your
tone is formal,
your word
choice is
appropriate,
and your work
is neatly
composed.
Each
paragraph
had a clear
topic sentence
that
introduced
the main point
of the
paragraph.
The
supporting
details all held
up the topic
sentence.
You adhered
fully to the
conclusion
directions
described in
your “Essay
Tip Card”
paragraphs.
You are aware
of the fact tat
this is an
academic
piece of
writing, but
the word
choice is not
up to YOUR
ability.
You treated this
as a more casual
writing
assignment. It
was not formal
enough and/or
the vocabulary
is too
casual/informal
.
Each
In each
paragraph
paragraph you
had a clear
may have
topic
attempted a
sentence, but
topic sentence,
the
but the
supporting
supporting
details may
details had little
have strayed a or nothing to do
bit from that
with the topic
topic
sentence.
sentence,
interrupting
the
cohesiveness
of the
paragraph.
You mostly
You largely
adhered to the ignored the
“Essay Tip
“Essay Tip Card”
Card” but you
need to polish
your
conclusion
skills a bit.
What is Beauty?
You did not
take care to
treat this as
a school
assignment
at all. It is
messy, not
formal, and
the
vocabulary
is not
academic.
No attempt
made at
topic
sentences.
You made no
attempt at a
conclusion.
Lesson #4
Seeing The Same Thing Through Various Sets of Eyes
Who Gets to Define Beauty?
Course: Grade 7 ELA
Duration: 55 minutes
Place in Unit: Lesson #4
Rationale: The main character in The Skin I’m In, Maleeka, has a very difficult time
seeing her true self because she is so burdened by viewing herself through the eyes
of the people around her. In this lesson, we will explore the fact that different
people can view the same thing very differently, and how we often are so concerned
with how others view us that we have a hard time figuring out what we really look
like. We will look at how John-John, Sweets, Mama, Daddy, Ms. Saunders, Char, the
twins, Caleb, and Desda view Maleeka. Then we will look at how she views herself
and whose view of her seems to hold the most influence over her. Then we will look
at how other people see Ms. Saunders as opposed to how she sees herself.
Rosenblatt encourages teachers to “anticipate major needs and concerns of
adolescents in society” (74) and it is impossible to imagine a 7th grader who is not
angst-ridden about how others view/perceive him/her. Rosenblatt goes on to
discuss the typical adolescent’s “concern with normalcy” (74) and the powerful role
literature can play in helping students “see behind the façade of appearance” (81).
This lesson will help students understand that how others see us often defines how
we see ourselves. We need to exercise caution in determining to what extent we let
the ways others view us determine the way we view ourselves.
Standards:
Reading Standards for Literature
2. Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
4. Determine the meaning of words and phrases as they are used in a text; including
figurative and connotative meanings
Speaking and Listening
1. Engage effectively in a range of collaborative discussions. Build on others’ ideas
and express you own clearly.
Mastery Objectives (I Will Be Able To)
 Analyze how the characters in the novel “see” Maleeka and Ms. Saunders and
how they “see” themselves
 Take on the roles (find the voice) of several characters from the novel.
 Provide advice to the characters in the novel
 Make text-to-self connections

Discover how one’s self-image is shaped through how others see that person
Procedure (How Will I Get There?)
 Students will work in small groups (4 students per group). Each person on
the group will have to “become” one of the characters. Each group will have
to feature a Maleeka and a Ms. Saunders. I will assign other characters to the
remaining two group members.
 Each person in the group will perform a “confessional” similar to what we
see on a reality show, in which participants go to a private room to reveal
how they feel about another participant. The students playing Maleeka and
Ms. Saunders will go in and confess how they “see” themselves. The other
two people in the group will discuss how they “see” Maleeka and Ms.
Saunders.
 Each group will find textual evidence to back up their interpretation of how
their appointed character “sees” Maleeka/Ms. Saunders/herself. (Students
will have a worksheet to record this evidence) (Steps 2 and 3 will take 10-15
minutes)
 Each group member will deliver a “confessional” revealing how they “see”
the characters.. The student actors will have to adopt the voice and
viewpoint of their character in the confessional.
 Students will complete a confessional preparation worksheet to get ready for
the presentation (Lesson #4 Artifact #1)
 Although each member will present his own confessional, groups should
support each other in writing up and preparing their confessionals. (20
minutes to prepare and rehearse. Students will be given rehearsal time
tomorrow as well. The actual confessionals will be put on tomorrow so that
students have ample time to prepare) For homework, students should go
home and practice delivery of their confessional.
 After the delivery of the “confessionals” students in the whole class will
discuss which voices are strongest in the character’s head (in other words,
whose “lens” most influences the character’s view of herself?) (10 minutes on
day two, confessionals)
 Each student will write an individual letter to Maleeka and Ms. Saunders,
giving them advice as to how to find their own beauty.
Assessment


I will assess students’ “confessionals” based upon a rubric (Lesson #4
Artifact #2).
Student letters to Maleeka and/or Ms. Saunders (Lesson #4 Artifact #3).
Individual assignment.
What is Beauty
Lesson #4 Artifact #1
Confessional Preparation Worksheet.
Directions: Work with your group to determine how your assigned character
“sees” Maleeka and Ms. Saunders, or how Maleeka and Ms. Saunders see
themselves. Find evidence from the book to justify your findings.
Find at least three examples from the book to indicate how your character
“sees” Maleeka and Ms. Saunders.
Example: I have done John-John for you as an example. You can refer to this when
you are completing your character’s “view” of Maleeka and Ms. Saunders.
How does John-John see Maleeka?
John-John sees Maleeka as being unimportant. On page 2 he tells Ms. Saunders, “She
ain’t nobody worth knowing.”
He thinks Maleeka is “too black” and ugly. On page 3 he says, “I don’t see no pretty,
jus a whole lotta black.” Then he sings the song he made up about Maleeka:
“Maleeka Maleeka baboom boom boom. We sure wanna keep her, baboom boom
boom. But she’s so black, baboom boom boom, we just can’t see her.”
On page 45, John-John tells Maleeka that she is “uppity” because she gets good
grades in school. He accuses Maleeka of thinking she is better than other people.
Presentation/Confessional:
In reality shows, participants often go to a secret room and reveal how they truly
feel about other people on the show. In this exercise, you will become your
character and you will reveal how you really “see” Maleeka and Ms. Saunders. If
you have decided to play Maleeka or Ms. Saunders, you will discuss how you “see”
yourself.
Work with your group to prepare. What tone of voice would your character use?
What kind of vocabulary do they use? Try to really become your character.
Remember that even though you are performing your own confessional, you are
working as a group and the more you support each other (in finding textual
evidence and finding the “voice” of your character, the stronger your entire
performance will be).
Your confessional should include the three pieces of evidence you found in the
novel. Your confessional should be rooted in the text and be a reasonable
interpretation of how your character “views” Maleeka and Ms. Saunders. You
wouldn’t make reference to page numbers as if you were talking about a novel, but
rather you would talk about events as thought you had lived through them.
What is Beauty?
Seeing Ourselves Through the Eyes Of Others
Lesson #4 Artifact #2
Confessional Rubric/Character “Sees” Maleeka
Criteria
Uses textual
evidence to
determine
how well
your
assigned
character
“sees”
others. Your
descriptions
of events are
detailed and
really “pull
the audience
in”
Adopts your
character’s
voice/tone in
addressing
the class.
You clearly
put a lot of
thought into
adopting
your
character’s
voice, tone,
vocabulary,
gestures, and
attitude.
You clearly
had some
fun with the
assignment
and tried to
breathe life
4Outstanding
You are very
faithful to
the text in
representing
how your
character
“sees”
others.
3-Good
2-Fair
1-Poor
You loosely
use some
textual
references to
ground your
“confessional”
You seem to
know a bit about
how your
character woud
“see” others but
you don’t use
specific textual
evidence.
Your
judgment
does not
rely on
textual
evidence
and/or is
not factual.
Accurate.
You bring
the
character to
life through
gestures,
vocabulary,
and attitude.
There are a
couple of
minor lapses
out of
character,
but it does
not cause
major
rupture to
the
presentation
and you
largely stay
Good. You
understand
your
character and
how he/she
feels about
Maleeka and
Ms. Saunders,
but you didn’t
really
“capture” the
personality
and bring it to
life. You
mostly
seemed to “be
yourself” up
there,
although your
interpretation
of the
Fair. You
answered the
question, but
your details
were not very
specific and/or
you didn’t really
try to bring your
character to life.
You basically
wrote/presented
as yourself.
Poor. Your
information
was not
accurate or
reasonably
based on
the novel.
You did not
try to adopt
the
personality
of your
character at
all.
into your
character.
in character.
Written
Confessional.
(Voice and
detail
criteria from
above)
Engagement You
with
projected
Audience
your voice
clearly
throughout
the entire
confessional.
We could
hear
everything
you said.
You
maintained
eye contact
with your
audience
throughout.
character was
largely
reasonable.
You tried to
project
clearly. We
could hear
almost
everything,
but there
were a couple
of minor
things we
couldn’t
catch. You
maintained
eye contact
throughout.
You were
somewhat
difficult to hear.
You needed
some reminders
to speak up and
maintain eye
contact.
You were
extremely
difficult to
hear. You
were not
looking at
the
audience.
Lesson #4 Artifact #3
Beauty Through the Eyes of Others
Letter to Ms. Saunders or Maleeka
Write a letter to Ms. Saunders or Maleeka. As you can see in the reading, the other
characters are rather harsh in their judgments of Maleeka and Ms. Saunders. Select
one of these two characters and write a letter. In your letter, describe to your
character why you think she is beautiful and why she should consider herself a
beautiful and valuable person. You are writing the letter as yourself, not as a
character in the novel.
If you wish to write to another character, come and talk with me about your plan. I
can help you “tweak” the assignment.
Your letter should be at least ten sentences in length and in it, you should make
specific references to strengths that the character exhibits within the novel. It
should, however, not just be a list of references to the novel. It should really contain
a personal message from you to this character.
What is Beauty?
Lesson #5
Further Thinking About How People View the Same Things Differently
This lesson will take two class periods
Course: Grade 7 ELA
Duration: 55 minutes
Placement in Unit: Lesson #5
Reasoning: I want students to further consider how different sets of eyes can see
the same object very differently, that no one person can declare with uncontested
authority that something is or is not beautiful. This lesson will help students further
understand that we need to find ways to identify what is beautiful in others, and to
respect the perspectives and opinions that others bring to a discussion. We will be
building off of the previous lesson in which students identified the way characters
viewed each other and how they internalized these attitudes and opinions in
forming their views of themselves. In this lesson, we will further explore the idea of
how people see each other differently.
Massachusetts Common Core Standards:
Reading Standards for Literature
1. Cite several pieces of textual evidence to support analysis of what a text says
explicitly as well as what inferences are drawn.
2. Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text
4. Determine the meaning of words and phrases as they are used in a text; including
figurative and connotative meanings
6. Analyze how an author develops and contrasts points of view of different
characters or narrators in a text
7. Interpret by analyzing how an author uses symbolism and point of view
8. Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each medium’s portrayal of the subject (How the new delivery impacts the
meaning of the words.)
Speaking and Listening
1. Engage effectively in a range of collaborative discussions. Build on others’ ideas
and express your own.
2. Analyze and explain ideas
Mastery Objectives (I Will Be Able To)




Discuss the differences between how Papa, John-John, and Caleb view
Maleeka. (Determine what each one “sees” when looking at Maleeka.
Find textual evidence to support claims and opinions expressed in class.
Read the Langston Hughes poem, “Harlem Sweeties” and try to establish a
connection between this poem and the novel The Skin I’m In. (Make a text-totext connection) Text-to-Text connection.
Analyze and discuss the power of words to influence the way people see and
feel about themselves.
Procedure:









We will take a look at the three different poems/songs that characters in the
novel have written about Maleeka. We will discuss how each poem differs
and what it says about how the character in question views Maleeka. I will
offer students a worksheet with all three poems and a place for them to
respond silently before opening up discussion to the entire class. (See
Lesson #5 Artifact #1) (10 minutes)
We will discuss the worksheet poems and questions. (10 minutes)
I will distribute a very brief biography on Langston Hughes, identifying him
as a poet whose goal was to impart a sense of pride in his fellow AfricanAmericans. We will read it out loud together and then I will give students a
printed copy of Hughes’ poem, “Harlem Sweeties.” (Lesson #5 Artifact #2)
(10 minutes)
Students will have a difficult time with “Harlem Sweeties” because it contains
a lot of words with which they are unfamiliar. I will ask them to circle or
underline words they do not know as they read. (5 minutes)
I will ask students to identify the words they do know and we will come to
the conclusion pretty quickly that the poem is “about food.” (10 minutes)
I will then let students call out words or phrases that they found unfamiliar.
(3-4 minutes)
I will show a smart board presentation of the poem that I have created to
help with challenging vocabulary. I have turned each line into a slide with an
accompanying visual. Students will catch on that they are seeing pictures of
the words they do not know. They will realize that indeed the entire poem is
about food. (10 minutes)
We will do one read through where I let the students ooh and amah over the
pictures of chocolate, cake, sugar, etc. I will ask students how the poem made
them feel, and how he wanted us to feel about African-American women?
How did Hughes want African-American women to see themselves? Why did
he choose to compare the color of their skin to the food items we’ve just
looked at? (10-15 minutes of brainstorm and discussion)
Then I will ask the students to redirect their focus. I will ask them to think
about the poems from the novel, the handout on Hughes, and the Hughes
poem. I will give them a moment to briefly jot down on the worksheet what
they think the Hughes poem has to do with The Skin I’m In and with this
lesson in particular.
Assessment (How Will I Show What I Know?)
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Students will participate in class discussion and I will collect their homework
with their analysis of the novel poems as well as their explanation of how the
Hughes poem is connected
Students will complete a homework sheet analyzing what Langston Hughes
would say to each of the characters discussed in today’s work. (See Lesson
#5 Artifact #3)
Students will be able to make the text-to-text connection between the
messages in Hughes poem (that all black women are beautiful, no matter
what skin tone they are) and The Skin I’m In (where Maleeka is put down
specifically because of her skin color and internalizes that view of herself).
Students will be able to reasonable guess what Langston Hughes would say
to each of the characters of The Skin I’m In if he came face to face with them.
Lesson #5 Artifact #1
(Poems from Novel)
Reread each of the things that characters have written or said about other
characters’ skin color . After each one, write your thoughts about what you think
this reveals about the speaker’s feelings and attitudes and what his thoughts mean.
On page 13, Caleb writes a note to Maleeka saying, “I like your eyes and your sweet
cocoa brown skin.”
Your reflection:
On page 3, we see John-John’s “Boom Boom” song for the first time. “Maleeka
Maleeka baboom boom boom. We sure wanna keep her baboom boom boom. But
she’s so black baboom boom boom. We just can’t see her.
Your reflection:
On page 17 Maleeka says her classmate Malcolm Moore is “half and half- got a white
dad and a black momma. He’s lucky. He looks more like his dad than his mom.”
On page 39, Maleeka talks about the girls at the fancy school across town. She says,
“And them fancy girls…they looked like they come out of a magazine. Long, straight
hair. Skin the color of potato chips and cashews and Mary Jane candies. No Almond
Joy-colored girls like me.”
On page 94, when Maleeka defends herself against the boys who try to sexually
assault her, one of them yells angrily, “You black thing!”
On page 124 Maleeka finds the poem that her late dad wrote to her. It says:
Brown
Beautiful
Brilliant
My my Maleeka
Is Brown
Beautiful
Brilliant
Mine
Lesson #5
Artifact #2
Harlem Sweeties
Langston Hughes
Have you dug the spill
Of Sugar Hill?
Cast your gims
On this sepia thrill:
Brown sugar lassie,
Caramel treat,
Honey-gold baby
Sweet enough to eat.
Peach-skinned girlie,
Coffee and cream,
Chocolate darling
Out of a dream.
Walnut tinted
Or cocoa brown,
Pomegranate-lipped
Pride of the town.
Rich cream-colored
To plum-tinted black,
Feminine sweetness
In Harlem’s no lack.
Glow of the quince
To blush of the rose.
Persimmon bronze
To cinnamon toes.
Blackberry cordial,
Virginia Dare wine—
All those sweet colors
Flavor Harlem of mine!
Walnut or cocoa,
Let me repeat:
Caramel, brown sugar,
A chocolate treat.
Molasses taffy,
Coffee and cream,
Licorice, clove, cinnamon
To a honey-brown dream.
Ginger, wine-gold,
Persimmon, blackberry,
All through the spectrum
Harlem girls vary—
So if you want to know beauty’s
Rainbow-sweet thrill,
Stroll down luscious,
Delicious, fine Sugar Hill.
Questions to consider following our first reading:
Do you think you “got” this poem?
What do you think it’s about?
Do you think you see how it is connected to the novel?
Questions to consider after reading our Langston Hughes biographical handout:
Do you think you “got” this poem?
What do you think it’s about?
Do you think you see how it is connected to the novel?
Questions to consider after viewing the Smart board visual presentation of the
poem:
Do you think you “got” this poem?
What do you think it’s about?
Do you think you see how it is connected to the novel?
Does the visual presentation help you understand any tricky words?
What/whom is Langston Hughes talking about?
What is his message?
How does he create a pleasant/beautiful picture of his intended subject? How do his
words help him make his subject look beautiful? In other words, why did he choose
these specific images/symbols?
Lesson #5
Artifact #3
(Homework)
Based upon our discussion of Langston Hughes and his poem “Harlem Sweeties”,
what do you think he would say to each of the following characters from The Skin
I’m In?
Maleeka:
Caleb:
John-John:
Daddy:
The two boys who attacked Maleeka:
Lesson #6
Beauty in Setting
Course: Grade 7 ELA
Duration: 55 minutes
Place in Unit: Lesson #6
Rationale:
So far we have devoted much of our time to discussing beauty as it pertains to
people. In this lesson, we will shift our focus to discuss the beauty of various
settings/places seen throughout the novel, The Skin I’m In.
We will have a chance to discuss setting in terms of location, time, and the people in
the character’s social circle. Students will be able to determine whether they would
prefer one setting over another when asked to compare various settings throughout
the novel. We will explore the idea that setting is more than just where the story
takes place. The setting is also made up of the timeframe/span, the people, and the
psychological context (Blau 2003). We will try to consider the fact that beauty in
setting is not limited to the physical place in which the story takes place. Characters
can be in an unattractive place, but if they are surrounded by good people and the
place is safe, then it could be considered a more beautiful setting than a physically
beautiful but lonely place.
Massachusetts Common Core Standards:
Reading Literature:
1. Cite several pieces of textual evidence to support analysis of what text says
explicitly as well as inferences drawn from text.
2. Analyze how particular elements of a story or drama interact
6. Analzye how an author develops and contrasts point of view of different
characters or narrators in a text
Writing Standards
1. Writes arguments to support claims with clear reasons and relevant evidence
Speaking and Listening Standards
1. Engage effectively in a range of collaborative discussions
4. Present claims and findings emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples. Use appropriate
eye contact, adequate volume, and clear pronunciation.
6. Adapt speech to a variety of contexts and tasks
Mastery Objective (I Will Be Able To)
 Participate in a debate, citing specific pieces of evidence from a novel and
add personal opinions to strengthen arguments
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Follow debate format
Work collaboratively with partners to anticipate opposing arguments and
prepare responses
Be impartial in determining which team had the stronger argument
Prepare a debate by formulating arguments, anticipating opposing
arguments, and preparing responses to those opposing arguments.
Listen to my opponents and stay on track within a given topic. (Respond
directly to a point raised as opposed to just throwing out your own random,
unrelated idea)
Procedure:
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Do Now: Students will do a quick journal write. “What is the most beautiful
place you can think of? It can be real or imagined. What does it
look/sound/smell/feel/taste like. Who is there? What do you/can you do
there? (5 minutes)
We will discuss the free-writes and remind ourselves of the fact that settings
are not just about a place. Rather they are about the people, events, and
sensory triggers we associate with that place. (5 minutes)
I will project a concentric circle sheet showing Smith’s layers of setting,
describing micro-people with whom we are in constant interaction, mezzo,
and macro. Students will also have a worksheet for their own binders. We
will also discuss the psychological elements of setting, that the way a place
makes us feel is important in determining whether that place is beautiful.
(10 minutes)
Students will be broken up into debate teams. We will have separate
debates: Maleeka’s house v. Char’s house. McClenton Middle School v.
Sweets’s private school. Present Time (of story) v. Maleeka’s Slave Diary
Time.
For each debate, students will be given a side that they must defend. They
will be given time to think of the strengths of their setting, and the
weaknesses of the opposing setting. They will also try to anticipate what the
opposing team will say against their setting and have responses at the ready.
Students will be given a debate flow sheet to take notes and keep track of
ideas during the debate. They can start filling in their initial arguments and
anticipations during group prep. (20 minutes).
Students will be given a debate instruction sheet and we will go over the
rules and protocols for debate. (5 minutes)
We will hold each debate. The first team will argue, the second will respond,
and the first team will have the final say. This “volley” will be allowed 4
times, so that each team can start twice. (7-10 minutes per debate)
For each debate, the students not involved in that particular session will be
the judges of who wins the debate and ultimately, which of the two settings is
more beautiful. They will have to award a point winner after each of the four
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points is made. If a fifth point is needed for a tie breaker, the debate will
continue.
By the end of class, a winner of each “heat” will have emerged.
For homework, students should select one of the issues they did NOT
personally debate, and write a review of the debate, including whether or not
they agreed with the outcome. An instruction sheet will be provided to help
students with homework. They should summarize points made and add any
details they feel could strengthen their position.
Assessment (How Will I Show What I Know?)
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Students will participate in and listen attentively to debates
Students will complete a written assignment weighing in on the ultimate
decision of one of the debates, citing evidence from the novel and offering
personal justification/opinions.
Lesson 7
How Do People See Beauty? Where Do People Find Beauty? How Do People
Express Thoughts on Beauty?
Course: Grade 7 ELA
Duration: 55 Minutes
Place in Unit: Lesson #7
Rationale: After exploring this question by using The Skin I’m In as a backdrop, it is
time for us to look at other pieces of art to explore the issue. I will refer back to one
of our essential questions, “Who gets to decide what is beautiful?” for this lesson. In
this exercise, students will have the opportunity to work with popular culture if they
so choose by bringing in song lyrics from popular songs.
Standards:
Reading Standards for Literature
1. Cite several pieces of textual evidence to support analysis of what text says
explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text
4. Determine the meaning of words and phrases as they are used in a text
8. Interpret by analyzing how author uses literary elements
9. Analyze how two or more authors writing about the same topic shape the
presentation of ideas
Writing Standards:
3. Writes short narratives or poems that demonstrate understanding of literary
concepts of mood, tone, point of view, symbolism
Speaking and Listening:
1. Engage effectively in a range of collaborative discussions. Build on others’ ideas
and express your own ideas clearly.
2. Analyze and explain main ideas in literature
Objectives (I Will Be Able To)
 Analyze a piece of art to determine what the producer of the artwork is
saying about beauty, and how he/she defines it.
 Engage in discussion with classmates about the various works of art that are
presented
 Appreciate and agree or disagree with a person’s take on what constitutes
beauty.
 Annotate a poem or song lyrics with thoughts, ideas, or questions.
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Respond to the thoughts, ideas, and questions of classmates.
Answer and ask “fat questions” that require deeper thought and analysis
about a piece of literature, rather than straight comprehension or factfinding.
Analyze how an author feels about a topic and/or how the author seems to
want to make the reader feel
Identify symbols or metaphors and discuss why authors sometimes convey
ideas symbolically rather than “directly”
Procedures:
 Students will come to school having chosen song lyrics or a poem that
addresses issue of beauty or that describes something/someone in a
beautiful manner.
 They will write out the song lyrics or poem on a piece of large chart paper,
leaving space in the margins for people to write notes, thoughts, and
questions. (5 minutes)
 I will do a think-aloud with the poem “A Valentine for Ernest Mann” by
Naomi Shahib Nye. I will have copied the poem onto chart paper ahead of
time. I will pretend I am a student seeing this poem for the first time. In the
margins, I can write comments that fall into these 4 categories: ? for
question, * for something I like, # for what I think is the author’s big message
about beauty, or x to indicate something I disagree with/don’t like. (10
minutes)
 Students will answer the questions about the poem linked here:
http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOP
E-REPRO-051412-09.pdf
 Students will carousel around the room, reading their classmates’ songs and
poems, and writing on posters around the room. Students will have to write
on at least 5 posters. They do not have to use all of the symbols on each of
the five, but they must show that they have given thought to 5 different
posters. (15-20 minutes)
 I will ask several students to present their poems or lyrics and share with the
class what message about beauty they felt was conveyed in the work. They
will also comment upon some of the notes that have been written in the
margins and address questions or ideas left by classmates. (10 minutes)
 Students will write a review of the activity, noting whether most of the works
they read emphasized internal or external beauty, whether they thought
beauty was presented using predictable or unusual comparisons, etc.
 Students will write a poem of their own about beauty itself, or about the
beauty found within a certain person/place/object.
Assessment (How Will I Show What I Know?)
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Students will participate meaningfully in the carousel activity and in class
discussion
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Students will analyze works of poetry or song lyrics brought in by other
students, asking themselves and their classmates what messages are
contained within these works.
Students will answer the “fat question” of whether Ernest Mann was selfish
in giving his wife a skunk for Valentine’s Day. Students will have to justify
their opinions.
Students will ask a “fat question” about one of the poems or songs displayed
in the classroom today. The “fat questions” will be attached to the work in
question and each student will have to pick a classmate’s “fat question” to
answer in the next class period.
Students will write a poem of their own about beauty or about the beauty
found within a certain person/place/object. If students choose to, they can
go back to the “Harlem Sweeties” poem by Langston Hughes and use that as a
mode in writing about the beauty in a specific color.
Lesson 7
Artifact 1
Valentine for Ernest Mann
You can't order a poem like you order a taco.
Walk up to the counter, say, "I'll take two"
and expect it to be handed back to you
on a shiny plate.
Still, I like your spirit.
Anyone who says, "Here's my address,
write me a poem," deserves something in reply.
So I'll tell you a secret instead:
poems hide. In the bottoms of our shoes,
they are sleeping.
They are the shadows
drifting across our ceilings the moment
before we wake up. What we have to do
is live in a way that lets us find them.
Once I knew a man who gave his wife
two skunks for a valentine.
He couldn't understand why she was crying.
"I thought they had such beautiful eyes."
And he was serious. He was a serious man
who lived in a serious way. Nothing was ugly
just because the world said so.
He really
liked those skunks.
So, he reinvented them
as valentines and they became beautiful.
At least, to him.
And the poems that had been hiding
in the eyes of the skunks for centuries
crawled out and curled up at his feet.
Maybe if we reinvent whatever our lives give us
we find poems. Check your garage, the odd sock
in your drawer, the person you almost like, but not quite.
And let me know.
- Naomi Shihab Nye
What is Beauty?
Lesson #8
What is the price of beauty? Current events piece
Course: Grade 7 ELA
Placement in Unit: Lesson #7
Duration: 55 Minutes
Rationale: We have discussed the complicated issue of defining beauty through
close examination of literary works. At this point, we are ready to take a closer look
at this question as it plays out in the real world. In this lesson, we will take a look at
the price of beauty and the difficulties teens can face when their peers determine
that they do not meet their exacting standards of beauty. These real life articles of
teens that have navigated the troubled waters of being judged based solely on their
physical appearances.
Massachusetts Common Core Standards:
Reading Standards for Informational Text
1. Cite several pieces of evidence to support analysis of hat text says explicitly as
well as inferences drawn
2. Determine two or more central ideas and analyze their development over the
course of the article. Provide an objective summary of the article.
3. Analyze the interactions between individuals, events, and ideas in a text (e.g. how
ideas influence people and how people influence ideas)
4. Analyze the impact of specific word choice on meaning and tone
5. Analyze structure author uses to organize a text, including how major
sections/images contribute to whole and development of ideas
6. Determine author’s point of view and purpose
8. Trace and evaluate arguments and specific claims in a text
Writing Standards:
7. Conduct short research projects to answer a question, draw on several sources
and generate additional, related, focused questions for further research/discussion.
8. Gather research from multiple print and media sources
9. Draw evidence from literary or informative texts to support analysis, reflection,
and research
Speaking and Listening Standards:
1. Engage effectively in a range of collaborative discussions. Build on others’ ideas
and express your own ideas clearly.
b. Keep on track, follow roles as needed/assigned
c. Pose questions that elicit discussion and respond to others’ questions
Mastery Objectives (I Will Be Able To)
 Read and discuss current events articles
 Participate in “save the last word for me” activity, which requires students to
identify and talk what they think is most important part of an article
 Listen to and ask questions of classmates, piggybacking comments directly
upon the lead speaker for a round of “last word”. In other words, students
will need to stay on-topic and not randomly introduce their own
topics/ideas.
 Identify pressures placed on teens featured in the article, teens reactions to
those pressures, and repercussions faced by the teen (impact on teen’s life)
 Make text-to-self connections in discussing similar person experiences, or
text-to-text connections in relating these articles to The Skin I’m In, other
articles, or other written works they’ve read independently.
 Discuss the tone/mood of the article.
 Read non-fiction articles, paying particular attention to how articles are
organized (pictures/subheadings, etc.)
 Determine purpose of a text (why is the author telling us about this?)
Procedure (How Will I Get There?)
 We will play a round of “yes”/”no”. I will ask students a series of questions
about bullying, discrimination based upon physical appearance, etc. I will
ask questions such as: I feel that sometimes people judge me based upon
the way I look. Sometimes I judge people based solely on the way they
look. I think you can tell a lot about a person just by looking at them. If
I don’t like the way I person looks, I will not hang out with them. If I had
a friend whose appearance other people disliked, I would stop hanging
out with that friend. I have teased people based upon their appearance.
I have been teased because of my appearance. I have tried to change my
appearance to fit in with other kids. The game functions as follows: For
each question, students write “y” for yes or “n” for no on a small piece of
paper. The papers are then all thrown into a cup and randomly distributed
to students. Students go to one side of the room if they have a “Y” and to the
other side of the room if they have “N.” This gives us a chance to see the
breakdown in responses to each question, and to see what experiences
people have had. Why the secrecy and redistribution of papers? These
questions can be tough for kids to own up to publicly, so if each student
randomly gets a Y or N sheet, he or she is simply a physical representation of
the answer. Students understand that people standing on a side of the room
did not necessarily provide the answer they are physically representing. (10
minutes)
 I will divide students into groups of 3.
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Each group will be given a current events article about a young person who
has faced harassment, bullying, or isolation based solely on their physical
appearance.
Articles are linked here:
http://abcnews.go.com/2020/TheLaw/school-bullying-epidemic-turningdeadly/story?id=11880841#.UDOj344lZFI
http://www.cnn.com/2012/06/21/us/new-york-bullied-busmonitor/index.html
http://articles.cnn.com/2009-04-23/us/bullying.suicide_1_bullies-gaytired?_s=PM:US
http://www.time.com/time/magazine/article/0,9171,2024210,00.html
Students will read the articles silently first, marking up the text with notes,
questions, thoughts, etc. Each student will find the sentence or paragraph
that he/she thinks is the most important of the text and underline it for
discussion. (10 minutes)
Once students have completed their silent reading of the article, they will
engage in an activity called, “Save the last word for me”. The activity words
as follows: The first student in the group reads the statement he/she chose
as the most important in the article and reveals why they chose that
particular article. (3 minutes) The other group members each take a minute
to comment upon that part of the article. They can discuss why they also
think it’s important or raise questions about it, etc. Finally, the original
student (the one who selected that part to read) takes a minute to tell the
group why he/she chose that part of the article as the most important. The
activity continues until all students have had a chance to share their selected
passages and hear/give commentary. (18-20 minutes)
I will keep time, reminding students when to change speakers. It is important
to observe the time constraints so each student has an opportunity to share
equally.
After each group has discussed their respective article, they will share out to
the rest of the group by briefly summarizing the article and some of their
discussion points. We will open up the discussion to broader points about
what we’ve learned about the effects of “not fitting in” or being excluded
based upon appearance. We will discuss how these teens were affected, and
what we can learn about how we should treat other people within our 7th
grade community. (10 minutes)
For homework, students will take one of the articles they did not read in
class and write a reflection upon it in their writing seed/reading response
notebooks. It will take a friendly letter format to me. In the letter, they will
reflect and I will respond, asking at least one question, to which the student
will eventually reply.
Assessment (How Will I Show What I know):
Students will participate productively in their “Save the Last Word For Me” activity,
and will complete their reflections on articles for homework.
Lesson 9:
More Current Events Work/Magazine Covers Expectations Messages from
Media
Course: Grade 7 ELA
Placement in Unit: Lesson #9
Duration: 55 Minutes
Rationale: Yesterday we looked at articles chronicling the struggles of teens who
have endured harassment based solely on their physical appearance. We discussed
the damaging and long lasting psychological effects. Where do these expectations
for beauty come from? Who dictates what we’re “supposed” to look like? Where do
we get these ideas? I would like students to understand the effects of media in
pushing kids to strive for perfection. As Rosenblatt points out, “newspapers and
mass media reflect stereotypes and social expectations” (87) and she proposes
introducing activities that allow us to “fully counterbalance the great weight of
influences met in surrounding society and in such institutions as media or
television” (88). This lesson will allow us to look critically at the media and not just
passively accept the messages put forth.
Massachusetts Common Core Standards:
Objectives (I will be able to ):
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Look critically at images in media and understand pressure that is placed
upon teens to look and act “perfectly”
Discuss the obstacles that get in the way of our looking/living like the media
tells us we should
Recognize the hurtful effects of trying to live up the expectations set forth by
the media
Determine what the images presented by the media are trying to “tell us”.
Put together a collage with a “This is what the media is really trying to tell us”
tagline.
Procedure (How Will I Get There)
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I will project some magazine covers on the Smart board. I will show covers
of publications such as “Seventeen, Cosmo, Vogue, GQ” and other magazines
that idealize physical attractiveness.
I will ask students to look at the covers and keep a list of anything they
notice. I will give them a worksheet guiding them to note what they notice
about people, objects, and printed messages on the covers. I will project the
images and ask students to refrain from discussion so that they can make
independent observations. (10 minutes)
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After we have viewed several covers, I will ask students what they saw and
ask if the covers seemed to have any features in common. I expect students
will note attractive people, celebrities, expensive clothing, etc. They will
likely also note that messages are telling people to lose weight, wear more
fashionable/expensive clothes, etc. We will look back at images to refresh
our memories. (5-10 minutes)
We will discuss what these covers are “saying” to people and how they are
trying to pull people in. What “message” is being delivered? (5 minutes)
I will have many publications in the classroom for students to leaf through. I
will ask students to work in groups of 3 to find 10 images/messages that they
feel typify the message the media is sending to young people. They should
look for images that dictate appearance, trends, items that teens “must have”,
etc.
Students will make a collage with these images, but their images will feature
a tag line rejecting this impossible standard, or warning people not to fall for
the hype. (30 minutes for last two steps)
Exit Slip. Reflect: Do you feel like you “fall for” the media “hype”? (5
minutes)
Students will start tomorrow’s class by sharing their collages, explaining
their tag lines, and discussing their work/thinking.
An alternative assignment will be to construct a two-sided collage. One side
can be about “What the Media Tells Me I Should Be” and the other side can be
“What I Really Am”.
Assessment (How Will I Show What I Know?)
Students will be graded on their collage, their presentation and explanation
of their tagline to the class, as well as on their participation in small group
work.
Lesson 10:
Public Service Announcements
What is Beauty?
Course: Grade 7 ELA
Duration: 55 Minutes
Placement in Unit: Culminating activity. This lesson will be instructional or
preparational. Students will start thinking about the PSA, selecting groups,
brainstorming. Students will have a week (including some classroom time) to work
on their PSAs.
Rationale: We have explored this question of “What is Beauty” throughout the unit.
Hopefully we have determined that a person’s beauty comes from within, and that
we should not judge people solely on their physical appearances. We have also
looked at the forces (media, peers, parents, culture) that influence the way we “see
ourselves.” We have determined that the messages we get area not always positive,
and in fact, can be quite hurtful and damaging. To that end, students will write
public service announcements to specific audiences (bullies, media outlets, parents,
targets of bullying, etc.) about what beauty is, and how to either stop negative
messages, or continue positive messages directed at teens.) This will give students a
chance to think about taking agency in this issue and speaking directly to the people
who they feel are power-holders and can affect changes. The study of literature can
have a “powerful influence on future behavior” (Rosenblatt 184). This activity will
help students use their voices to raise awareness.
Massachusetts Common Core Standards:
Writing Standards:
1. Write arguments to support claims with clear reasons and relevant evidence.
A. Introduce claims and organize logically
B. Support claims with relevant evidence
C. Use words and phrases that create cohesion and clarify relationships among
claims, reasons, and evidence.
D. Formal Style
E. Concluding statement that supports argument presented
2. Write informative/explanatory texts to examine a topic and convey ideas,
concepts and information through the selection, organization, and analysis of
relevant ideas/arguments/content.
A. Introduce topic clearly, organize ideas/concepts/information
B. Develop topic with relevant facts, concrete details, quotations or other
Information and examples.
C. Create clarity and cohesion among ideas
D. Use precise language and domain specific vocabulary
E. Conclusion statement
3. Produce clear and coherent writing in which the development, organization, and
style are appropriate to the task, purpose and audience.
Speaking and Listening Standards:
1. Engage effectively in a range of collaborative discussions.
4. Present claims and findings, emphasizing salient points in a focused, coherent
manner with pertinent descriptions, facts, details, and examples. Use appropriate
eye contact, adequate volume, and clear pronunciation.
5. Include multi-media components and visual displays in presentations to clarify
claims and findings and emphasize salient points.
6. Adapt speech to a variety of contexts and tasks.
Mastery Objectives (I Will Be Able To):
 Synthesize the issues we have discussed throughout the unit to deliver your
own personal message about beauty
 Target a message to a specific audience
 Use domain-specific vocabulary and messaging
 Make use of technology (Microsoft Movie Maker or Power Points or the
equivalent Apple programs)
 Write and narrate message
 Present message to class, with rationale for the audience chosen and the
content of the message
 Answer classmates’ questions
 Find an appropriate “real person” to whom you can send your presentation
 Listen respectfully to classmates’ presentations and ask questions.
 Offer cause and effect relationships (the quest for beauty gives rise to which
effects….the bullying gives rise to which outcomes, etc.)
 Construct a persuasive argument that will get your audience to seriously
consider your ideas and make any changes you are requesting/see the topic
from your perspective
Procedure (How Will I Get There?)
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We will brainstorm a list of the people who we have identified as influencing
our definitions of beauty and how we see “ourselves” (Peers, friends,
relatives, media, movies, younger students, etc.)
We will revisit our “I’m Onto the Media” collages as a reminder of how we
identified how the media is trying to make us feel about ourselves.
I will ask students to do a quick write, “If you could tell any of the influential
people/forces what they should really know about how they make you feel,
who would you pick and what would you say?”
I will explain what public service announcements (PSA) are and show a few
examples on the Smart Board. (I have a few anti-drug, stay-in-school, stop
bullying PSAs in mind. I will track those down and play them for students).
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We will identify what characteristics PSAs tend to have (recognizable
speaker, facts/figures/statistics, emotional appeal, plea to the audience to
think about the issue, description of impact of issue that speaker wants to
change, potential good that can come about if change is affected)
Students will be given an opportunity to work in groups of three (although if
students want to work alone or in groups of two, I could be persuaded.) They
will be given time in class to brainstorm the following: Audience, content of
message, tone of delivery (comical, serious, emotional, etc.) They will be
given an instruction sheet, explaining the task and my expectations in full
detail. All students in the group will have to perform (appear on screen, or
participate in Power Point or movie voice over) in the presentation.
Assessment (How Will I Show What I Know?)
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Grading rubric will be distributed describing the criteria of awareness of
task/audience, strength and clarity of message, description of current
problem and why a change is needed, suggestion as to how change can be
made, appeal to the audience describing specifically why they are being
addressed, quality of video, written script.