Unit Plan:
The First Part Last
Leanne Rohrbaugh
10 December, 2008
Rationale
Tenth-Grade English
The First Part Last
The First Part Last by Angela Johnson is an extremely powerful book which digs into the
heart of some of the toughest issues young adolescents face. About a young, teenage, Black boy
who gets a rude awakening on his sixteenth birthday from his girlfriend with the news she is
pregnant, Johnson tells this story in a truly unique style. It is from Bobby, the new teen father’s
perspective and takes the form of vignettes which jump back and forth from past and present
time.
Bobby is your typical teenager – restless, impulsive, and unsure of what he wants. He
doesn’t beat around the bush – he tells his life like it is; one in which he is forced to grow up a
lot faster since he now has a daughter. When reading The First Part Last, one walks in the
footsteps of Bobby and sees his life very clearly through his eyes. His story is very moving as he
is suddenly the sole responsibility for a life, and not just any life – his daughter’s.
Johnson’s novel is a fantastic story to be taught in an English class, especially tenth
grade. Students who are right around the age of sixteen can gain so much from reading Bobby’s
story. It is not a hard read, but it is a read that requires a higher maturity level. Beyond
anything, revolving around teenage pregnancy is a significant reason I think it is important to
teach this book. After all, this is a very realistic situation students this age will face in their
young lives. The themes found to be entwined in this foundation are ones that are realistic
concepts to which students can relate. And if a student can relate him/her self to it, the more he/
she will learn and enjoy about the book.
Abstract concepts such as change, trust, responsibility, respect, love, and fear are all
themes in this novel. High school students face issues concerning these everyday whether they
realize it or not. Putting them in a different, yet still very realistic perspective is crucial when it
comes to teaching literature in the classroom. It makes it real for them, thus the reason I chose to
teach this book and plan the lessons I did.
In this unit plan I have many different kinds of activities to teach students the themes and
styles of this novel while applying them to themselves. For instance, on the very first day as an
introduction to the book, I have students plan a day in their life as it is currently, and then ask
them to do it again, but now all of a sudden they are the mother or father of a baby. Go. What
do you do? Exactly – this places them in Bobby’s position. Although for them it’s not real; for
Bobby it is.
I have many engaging activities and discussions planned for the next three weeks. Just a
few examples, the first week they are finding songs to accompany the story, the next they are
writing their own stories about a time they’ve had to face a change in their lives, and the third
they are acting out scenes from the novel. I make sure to plan a variety of activities, as I realize
different people learn best differently. Some are auditory learners who will gain more out of
discussion. Some are visual learners who will gain more from physical artifacts. Some are
kinesthetic learners who will gain the most from moving around and doing hands-on things. The
activities I previously mentioned, along with many others I have planned to complement each
learning style, teach the students about themselves as they are learning about Bobby and
encourage them to open their hearts and minds to the issues no one can face alone. It is these
abstract issues I love. They make students think, ask questions, and discover things – about
others, but most importantly, about themselves and their lives.
Week 1:
Themes
Week 1
Day 1
“Walking in Their Footsteps”
PA State Standards:
• 1.4.11.D
• 1.5.11.D
• 1.6.11.A
• 1.6.11.D
Objectives:
• Students will be introduced to the book in our new unit The First Part Last.
• Students will gain the perspective of the characters in the book by placing themselves in
their position.
• Students will analyze their ideas through comparison with each other and class
discussion.
Materials:
• Construction Paper (Planner Sheets)
• Markers
• Worksheet (on the next page)
• Vanilla Folders
Procedure:
1. Begin with the question: Raise your hand if you know of someone who was pregnant or
even a guy whose partner was pregnant as a teenager?
2. Ask students to think about how their lives would change if they suddenly had the
responsibility of an infant.
3. Explain the activity of them planning a day in their life as it is currently, and then
planning a day in their life with a baby.
4. Have students come up and pick a “planner sheet” (i.e. construction paper) and a marker.
5. Have students individually make the two schedules of their life. They can compare ideas
with each other at their tables when they are finished.
6. Share ideas with the class. Use prompt questions to spark discussion when necessary:
 What differences are there between your schedule of your life now and your schedule
with a life based on a baby?
 What kind of adjustments did you have to make? Was it hard to make these?
 What personal sacrifices did you have to make for your baby? Could you do this
everyday?
 How hard did you think about your new life? Did you think about the possible
unexpected things that could happen when you have a baby to take care of?
 How did you feel about suddenly having to plan your life with a baby to care for?
7. Move on to the next activity, which is a questionnaire for students to answer on what they
would do and how they would feel at the sudden responsibility of having a baby. (Some
of these aspects may have been touched on in the earlier discussion, but the questionnaire
still poses other things to think about nonetheless.)
8. Go over questionnaire and see how students answered the questions.
9. When collecting students’ schedules and questionnaires, explain the idea of the journal
for the unit and hand out the rubric for it (on the next page):
 They will be writing something most every day, and sometimes at home.
 At the end of the unit they are to compile these into a journal made with construction
paper as the covers and yarn to tie it together to like a book.
 Every day in class I will hand each student a vanilla folder with his/her name on it
into which they will put any writing they have completed that day. (I will also clarify
this as they do it each day.) I will collect these folders at the end of every class to
hold onto them so they do not have to worry about losing them.
10. Distribute books.
Assessment:
• Students’ ideas of how they think their life would change, how they would feel, and the
adjustments they would make suddenly having the responsibility of a baby can be
assessed by reading the schedules they made, looking at their questionnaires, observing
their discussion at their tables, and listening to them in class discussion.
Homework Assignment:
• Read “Part I” of The First Part Last
Source for lesson: http://www.tracievaughnzimmer.com/First%20Part%20Last.htm
If I suddenly had an infant to care for...
Circle your answer.
1. I would go to one of my parents or other guardian for help.
YES
NO
2. I would continue going to school.
YES
NO
3. I would go to a community program for any needed help.
YES
NO
4. I would take up an extra job to help cover the expenses of the baby.
YES
NO
5. I would be open about my situation with my peers and teachers at school.
YES
NO
6. I would rely on other resources besides myself for money to get supplies for my baby.
YES
NO
7. I would have no social life.
YES
NO
8. I would have other people watch my baby so I could go out with my friends.
YES
NO
9. I would live everyday of my life in regret.
YES
NO
10. I would worry that my friends would treat me differently now.
YES
NO
11. I would feel embarrassed going out in public with my baby.
YES
NO
12. I would lie about my baby if someone (such as a neighbor or another I would run into
while outside) asked me about it.
YES
NO
13. I would be terrified for what’s in store for me in the future.
YES
NO
14. I would struggle with managing my time in my life.
YES
NO
15. I could see it as a possibility in the future to decide to give my baby up for adoption (after
having it for a few years)?
YES
NO
My Very Own Journal
•
•
•
•
•
Throughout this unit, you will be doing a lot of writing. Don’t panic! The bulk of it is
only little blurbs of your own thoughts and reactions to things we come across as we read
and study The First Part Last by Angela Johnson.
You will save all of your writing assignments in a vanilla folder I will hold onto, but will
give you each class so you can continue to update it with your work.
At the end of the unit you will compile these in a certain order and make it into a journal.
Below I have listed the proper order of each assignment you are to include and how much
each is worth. Keep careful track of your assignments – I will remind you each class
what should go in your folder, or what I will be grading first and then putting in your
folder or handing back to you, but ultimately it is your responsibility to keep track of
your assignments.
You will receive 2 separate points for simply having each assignment in your journal. So
if you lose one of your assignments and it does not end up in your journal, you will lose
the 2 points for that one.
Activity/Assignment
Day Given
Points
Based on…
Schedules
Day 1
5
Completion
Questionnaire
Day 1
5
Completion
Entry on first vignette Day 2
5
Completion
*Paper for Mini
Themes Project
Day 2
15
Listed on handout
Entry on favorite line
Day 3
5
Completion
Entry about Bobby on Day 3
page 35
5
Completion
Entry on Song
Presentations
Day 5
5
Completion
Entry on reaction to the Day 6
book
5
Completion
*Letter
Day 6
10
Completion & thought
*Mini Graffiti Wall
Day 8
10
Creativity &
thoughtfulness of what
you drew
First excerpt of your
story
Day 8
10
Completion & thought
*Storyboard
Day 9
10
Completion & accuracy
of imitating Johnson
*Vignettes
Day 10
20
Entry on recap of unit Day 11
5
Completion, correct
grammar, & accuracy
of imitating the
Johnson’s style
Completion
*Paper for Mini Theater Day 11
Project
10
Listed on handout
Entry on scenes
5
Completion
Day 13
Entry on guest speaker Day 14
5
Completion
Questionnaire
Day 15
5
Completion
Entry on assessment of Day 15
unit
5
Completion
•
•
Please note: the ones with the asterisks are ones I will collect and grade first, and
will then either return them to you or put them in your folders. (I will let you know
if I put them in your folders for you.)
Since I am grading the assignments with the asterisks ahead of time, they will not
be included as part of the points which determine the individual grade of each
assignment. However, they will be included in the points awarded for just having
them in your journal (where you are given a set 2 points for each assignment).
Grading
•
•
•
•
Total Points from Individual Grades of Each Assignment (the ones with the asterisks
are not included in this one):
 70 points
Total Points for Having Each Assignment in Journal (a set 2 points is given for every
assignment listed above as long as it is in your journal):
 38 points
5 points for Putting Your Journal Together
 Based on completion and creativity
Total Points of Journal (combine the three totals above)
 113 points
Week 1
Day 2
“The First Part Last”
PA State Standards:
• 1.1.11.A,D
• 1.2.11A
• 1.3.11.A,F
• 1.4.11.A,D
• 1.6.11.A,B,D,E
Objectives:
• Students will discover themes of The First Part Last through reflection and discussion.
• Students will analyze themes by brainstorming ideas together.
• Students will apply themes to themselves by engaging in self-inquiry.
Procedures:
1. Ask someone to read the last two paragraphs of the first vignette aloud.
2. Have students take 5 minutes to write down what this means to them. Have them save
this to go into their journal.
3. Share ideas.
4. Connect the theme from the first vignette (“the first part last”) to one of change – ask
students what they think.
5. Discover other themes within change through discussion – list these on the board.
6. Go over the Mini Themes Project (a handout for it is on the next page) and have students
pick their groups.
7. Start the first part of the project – the profile activity.
Homework:
• Read “Part II”
• Finish the profile activity – due Thursday
• Work in your groups to write/find songs (part of the Mini Themes Project) – due Friday
Source for ideas in Mini Themes Project: http://www.tracievaughnzimmer.com/First%20Part
%20Last.htm
Mini Themes Project
To explore the themes of Angela Johnson’s The First Part Last such as trust, responsibility,
respect, love, fear, change, and courage in a fun, creative way in which we can make them
relatable to ourselves, we will be doing two things:
Part 1: Profiles
• Make an acrostic poem on a profile cut out for you
 Select a theme (e.g. fear, courage, change, etc.) and write down phrases or ideas
beginning with each letter from the book that have to do with that theme
 Use color to personalize it and make it look nice
Part 2: Songs
• Form groups of 3-4 and either create an original piece of music or find three songs to
accompany the story.
• Think in terms of a soundtrack to the movie version of this book – what existing songs
would you want to include or what kind of song would you want to create?
*Please keep in mind your song(s) must be censored to be school-appropriate.
Analysis: Paper (don’t worry it’s only a short one)
• Write a 1-2-page typed, single-spaced paper individually discussing the two parts of your
project:
 Explain your profile: discuss why you chose your theme and the ideas to go with
it, and explain what this means to you in the book
 Discuss the songs your group chose or (the one) you created: explain why you
chose or created the piece(s) you did, how they incorporate the themes of the
book, and how they accompany the story
Presentations:
• Thursday: Present your profile
 Read your acrostic poem to the class and explain why you chose the theme and
phrases you did
• Friday: Present your song(s) in your groups
 Your presentations are to be within 5-7 minutes
 Provide a copy of the lyrics to the song(s) to each person in the class
 Explain why you chose these songs or created this song, how they (or it) relate(s)
to the themes of the novel and how they accompany the story
 Select 1 minute of your song or one of them to play or perform for the class
(included in your 5-7 minute-presentation)
Due Dates:
•
•
Thursday: Profiles Due
Friday: Song Presentations and Papers Due
Grading:
• Profiles: 10 points
 Based on completion, creativity, and thoughtfulness of what you put down
• Song Presentations: 10 points
 Based on preparation, staying within the time limit, creativity, and explanation of
your song(s)
• Paper: 15 points
 Based on completion, correct grammar, and analysis of both parts of the project
Week 1
Day 3
“Drastic Change”
PA State Standards:
• 1.1.11.D,G
• 1.3.11.A,F
• 1.4.11.D
• 1.6.11.A,D,E,F
Objectives:
• Students will continue to explore the themes of the book more in-depth through
reflection, discussion, and modeling.
• Students will analyze relationships of the characters in the novel through the use of
symbolism.
Materials:
• Paper Towels
• Skittles
• Licorice
Procedures:
1. Review themes.
2. Have students pick out a line in the book that relates to one of these themes which really
stuck out to them, and have them explain why in writing – another journal entry.
3. Share ideas.
4. Turn out the lights and have everyone close their eyes and read them the first vignette of
“Part II: Now,” from page 33 to 35, telling them to imagine they are Bobby.
5. Ask them to think about the last sentence and write down what they think Bobby means –
part of their journals.
6. Share ideas.
7. Ask students to think about the relationships in this book:
 What kinds are there?
 Who connects to who?
 What do they entail?
 Where do you think they are going?
 What would be your next steps in these relationships?
8. Skittles and licorice activity to demonstrate and discuss ideas and concepts above:
 A color of a Skittle represents a different character: red = Bobby, green = Feather,
yellow = Nia, purple = Mary (Bobby’s mother), and orange = Fred (Bobby’s father).
 Have students put a red skittle (aka Bobby) in the middle and connect him to the
corresponding colors using a piece of licorice (do this laying these down a paper
towel) to form a web of relationships portrayed in the story.
 Do the same thing, but this time: red = Bobby, green = Feather, yellow = Nia, purple
= Mrs. Wilkins (Nia’s mother), and orange = Mr. Wilkins (Nia’s father).
 Do this again, but this time: red = Bobby, green = Feather, yellow = Nia, purple = KBoy (Bobby’s friend), and orange = J.L. (Bobby’s friend).
 Continue this with any suggestions from the students on characters to incorporate.
Assessment:
• Students’ knowledge and ideas on the themes of the novel and its abstract concepts can be
assessed by reading their written responses, listening to them in group discussion, and
observing them during the Skittles and licorice activity.
Homework:
• Read “Part III”
• Finish and prepare to present profile tomorrow
• Group project – Due Friday
Week 1
Day 4
“Facing the Truth”
PA State Standards:
• 1.1.11.D,G
• 1.2.11.A,B
• 1.3.11.A
• 1.4.11.A
• 1.6.11.A,C
Objectives:
• Students will demonstrate their knowledge on the themes of the novel by presenting their
profiles to the class.
• Students will be exposed to their peers’ thoughts and ideas on the themes by being a
respectful audience to their peers.
Procedure:
1. Present profiles – each student presents his/her own.
2. Whatever time is left will be given for the students to work in their groups for tomorrow’s
presentation.
Homework:
• Read “Part IV” – Due Monday
• Finish group project and individual papers for tomorrow
Week 1
Day 5
“The Beat of Life”
PA State Standards:
• 1.1.11A,D,G
• 1.2.11.B
• 1.3.11.A
• 1.4.11.B,D
• 1.5.11.B,F
• 1.6.11.A,C,F
Objectives:
• Students will use multi-media resources to analyze the themes of The First Part Last.
• Students will make the themes of the novel relatable to themselves and each other
through the presentation of music.
Procedures:
1. Group presentations (the last part of the Mini Themes Project).
2. Have them take the last bit of class to write about a song from the presentations that stuck
out to them – was the most meaningful, powerful to them, etc. – and why (to go in their
journals).
3. If there is any time left after all of this, students may begin or continue reading the last
part of the book for Monday.
Homework:
• Finish The First Part Last
Source for lesson: http://www.tracievaughnzimmer.com/First%20Part%20Last.htm