Unit 1: Native Son, by Richard Wright
Anchor Text(s): Native Son, by Richard Wright
Supplemental Text(s): Invisible Man, by Ralph Ellison. Of Our Spiritual
Strivings, by W.E.B Du Bois. ACLU in NY accuses FBU of racial profiling, WSJ.
The 25 Most Segregated Cities in America, Business Insider. New trial sought
for George Stinney, executed at 14, CNN.
Unit Assessments:
Reading Comprehension:
 Reading comprehension quizzes on
previous night’s readings.
Language Usage:
 Literary analysis essay (Writing process
and craft)
 Socratic Seminar (Speaking/ listening)
 Exit Tickets (Textual analysis)
Textual Analysis:
 Exit Ticket measuring daily objective mastery. Students will
write a paragraph response applying literary devices to
author’s purpose and theme.
 Exam with skill based multiple-choice questions and essays
testing skills and learned unit standards through analysis of
warm text excerpts (from Native Son) and cold text excerpts
(From Invisible Man, by Ralph Ellison).
Writing Process and Craft:
 Literary analysis essay answering the question: What role does
society play in making Bigger a “monster”? ‘Who’ should be
found guilty in the trail of Mary’s death: Bigger or Society?
Students will write a well-organized essay that uses direct
textual evidence to support claims. Graded on the AP
Language and Composition Rubric.
Unit Length: 25 Days
Writing Product(s): Literary Analysis Essay,
Exam Essays, Exit Tickets.
Vocabulary:
 Weekly Vocabulary Units pulled from
the AP list. Students will engage in
weekly bell work that targets different
learning styles.
 Vocabulary in context.
 Study of affixes.
Speaking/Listening:
Socratic Seminar connecting theme’s
main topic to current issues. Prompt: In
Native Son, is the American Dream a
reality or a mythology? Is the American
Dream a reality or a mythology today
based on society’s race and class
systems?
Use the chart below to keep track of the skills and strategies you identify from using the Framework with your reading/textual analysis learning goals.
Use the Framework:
Anchor Text
Native Son, by Richard
Wright
What is the author trying to convey?
Students will be able to identify and
explain the concept of the American
Dream. They will be able to evaluate
the reality and authenticity of the
American Dream, and how the
rhetoric of the American Dream is
utilized for different purposes
depending on race, social class,
gender, etc. In other words, is the
American Dream a reality or a
mythology? And if it is a mythology,
why is it perpetuated continuously
both by those in power and those who
are marginalized?
 Students will reflect on whether or not
the American Dream means different
things to different Americans. They
will ask themselves who has access to
the American Dream and why.
 Students will continue their study of
feminist theory in order to analyze
how women are portrayed in Native
Son. However, they will focus mostly
on interpreting the work from a
historical and/or sociocultural
perspective. They will understand the
concept of “double consciousness,”
coined by the prominent AfricanAmerican thinker W.E.B. DuBois in
the early twentieth-century, and they
will be able to apply the knowledge,
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How does the author create meaning?
Character
Symbolism
Motif
Allegory
Setting
Narrator Point of View
Diction
Plot Structure
Theme
Irony
Juxtaposition
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What must a reader do to get meaning?
Analyze
Empathize
Visualize
Make Connections
Make Predictions
Evaluate
Activate Background Knowledge
Question
Reflect
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ideas, concepts, and themes from
these perspectives to gaining a better
grasp of the meaning and purpose of
Native Son. Students will be able to
understand the psychology behind
Bigger’s actions, though they will not
ever justify those actions.
UNIT GOAL
What will my students know and be able to do after this unit that they couldn’t do before?
Culminating focus question(s):
 What role did society play in making Bigger a “monster”?
 Does Native Son endorse violence as a way of overcoming racism?
 Is the American Dream a reality or a mythology?
As readers:
 LG 4.1: Students will understand the historical context of the 1940’s.
 LG 4.2: Students will understand the concept of the American Dream.
 LG 4.3: Students will articulate Wright’s intent in writing Native Son.
 LG 4.4: Students will understand and explain how Wright uses literary devices and theme to protest society.
 LG 4.5: Students will understand the effects of racism on the oppressed and the oppressor.
 LG 4.6: Students will understand the psychology behind character actions.
 LG 4.7: Students will connect meaning from the text to their lives.
 LG 4.8: Students will synthesize to create unique viewpoints and reinforce or challenge values personally
and socially.
As writers:
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LG 4.9: Students will write an essay that poses a compelling argument about the text.
LG 4.10: Students will use textual evidence to explain their argument.
LG 4.11: Students will articulate how the author creates meaning using literary devices.
LG 4.7: Students will develop theories of change for society’s race and class systems in writing.
South Carolina Standards
Common Core Standards
Understanding and Using Literary Texts
 E2-1.1 Compare/contrast ideas within and across
literary texts to make inferences.
 E2-1.2 Analyze the impact of point of view on
literary texts.
 E2-1.3 Analyze devices of figurative language
(including extended metaphor, oxymoron, pun,
and paradox).
 E2-1.4 Analyze the relationship among character,
plot, conflict, and theme in a given literary text.
 E2-1.5 Analyze the effect of the author’s craft
(including tone and the use of imagery, flashback,
foreshadowing, symbolism, irony, and allusion) on
the meaning of literary texts.
 E2-1.6 Create responses to literary texts through
a variety of methods (for example, written works,
oral and auditory presentations, discussions,
media productions, and the visual and performing
arts).
 E2-1.7 Compare/contrast literary texts from
various genres (for example, poetry, drama,
novels, and short stories).
Understanding and Using Informational Texts
 E2-2.1 Compare/contrast theses within and
across informational texts.
 E2-2.2 Compare/contrast information within and
across texts to draw conclusions and make
inferences.
 E2-2.3 Analyze informational texts for author bias
(including word choice, the exclusion and
inclusion of particular information, and
unsupported opinions).
 E2-2.4 Create responses to informational texts
through a variety of methods (for example,
drawings, written works, oral and auditory
presentations, discussions, and media
productions).
 E2-2.5 Analyze the impact that text elements have
Reading Standards for Literature, grades 9-10:
 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
 Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
 Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
 Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
 Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world
literature.
 Analyze how an author draws on and transforms source material in a specific
work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or
how a later author draws on a play by Shakespeare).
 By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9–10 text complexity band
independently and proficiently.
Reading Standards for Informational Text, grades 9-10:
 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
 Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
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on the meaning of a given informational text.
E2-2.6 Analyze information from graphic features
(for example, charts and graphs) in informational
texts.
E2-2.7 Analyze propaganda techniques in
informational texts.
Building Vocabulary
 E2-3.1 Use context clues to determine the
meaning of technical terms and other unfamiliar
words.
 E2-3.2 Analyze the meaning of words by using
Greek and Latin roots and affixes. (See
Instructional Appendix: Greek and Latin Roots
and Affixes.)
 E2-3.3 Interpret euphemisms and the
connotations of words to understand the meaning
of a given text.
 E2-3.4 Spell new words using Greek and Latin
roots and affixes (See Instructional Appendix:
Greek and Latin Roots and Affixes.)
Developing Written Communications
 E2-4.1 Organize written works using prewriting
techniques, discussions, graphic organizers,
models, and outlines.
 E2-4.2 Use complete sentences in a variety of
types (including simple, compound, complex, and
compound-complex).
 E2-4.3 Create multiple-paragraph compositions
that have an introduction and a conclusion,
include a coherent thesis, and use support (for
example, definitions and descriptions).
 E2-4.4 Use grammatical conventions of written
Standard American English, including
  subject-verb agreement,
 pronoun-antecedent agreement,
 agreement of nouns and their modifiers,
 verb formation,
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Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Analyze various accounts of a subject told in different mediums (e.g., a person’s
life story in both print and multimedia), determining which details are
emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
By the end of grade 10, read and comprehend literary nonfiction at the high end
of the grades 9–10 text complexity band independently and proficiently.
Writing Standards, grades 9-10:
 Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
o Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
to aiding comprehension.
o Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
o Use appropriate and varied transitions to link the major sections of the
text, create cohesion, and clarify the relationships among complex
ideas and concepts.
o Use precise language and domain-specific vocabulary to manage the
complexity of the topic.
o Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
o Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
 Develop and strengthen writing as needed by planning, revising, editing,
 pronoun case,
 formation of comparative and superlative
adjectives and adverbs, and
 idiomatic usage.
(See Instructional Appendix: Composite Writing
Matrix.)
 E2-4.5 Revise writing to improve clarity, tone,
voice, content, and the development of ideas.
(See Instructional Appendix: Composite Writing
Matrix.)
 E2-4.6 Edit written pieces for the correct use of
Standard American English, including the
reinforcement of conventions previously taught.
(See Instructional Appendix: Composite Writing
Matrix.)
Producing Written Communications in a Variety of Forms
 E2-5.2 Create narrative pieces (for example,
personal essays, memoirs, or narrative poems)
that use figurative language and word choice to
create tone and mood.
 E2-5.3 Create descriptive pieces (for example,
personal essays, travel writing, or restaurant
reviews) that use sensory images and vivid word
choice.
Applying the Skills of Inquiry and Oral Communication
 E2-6.2 Use direct quotations, paraphrasing, or
summaries to incorporate into written, oral,
auditory, or visual works the information gathered
from a variety of research sources.
 E2-6.3 Use a standardized system of
documentation (including a list of sources with full
publication information and the use of in-text
citations) to properly credit the work of others.
 E2-6.4 Use vocabulary (including Standard
American English) that is appropriate for the
particular audience or purpose.
 E2-6.5 Create written works, oral and auditory
presentations, and visual presentations that are
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rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grades
9–10 on page 54.)
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format
for citation.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author
draws on and transforms source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author
draws on a play by Shakespeare]”).
Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Language Standards, grades 9-10:
 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
o Use parallel structure.*
o Use various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
o Use a semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses.
o Use a colon to introduce a list or quotation.
o Spell correctly.
 Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend
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designed for a specific audience and purpose.
E2-6.6 Select appropriate graphics, in print or
electronic form, to support written works, oral
presentations, and visual presentations.
E2-6.7 Use a variety of print and electronic
reference materials.
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more fully when reading or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a
range of strategies.
o Use context (e.g., the overall meaning of a sentence, paragraph, or
text; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
o Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
o Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning, its part of speech,
or its etymology.
o Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
o Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text.
o Analyze nuances in the meaning of words with similar denotations.
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
UNIT ASSESSMENT ALIGNMENT GUIDE
Learning
Goal #
Learning Goal
Aligned
Item #s
Points
Correct
Points
Possible
Plot Structure
1
2
Point of View
2
4
Setting
3
6
Symbolism
2
4
Character
3
6
Motif/ Theme/ Allegory
4
10
Essay Organization
2
8
Writing Mechanics
2
8
TOTAL:
48
Grade
(%)
*Objectives will be less specific when introduced to students.
Day 3 example: SWBAT explain the effects of the juxtaposition of Caucasians and African Americans in the media in Native Son.
DAILY OBJECTIVES
Date
11/4
11/5
11/6
11/7
Objective
SWBAT explain the concept of the American Dream.
SWBAT describe how the Harlem Renaissance was an important movement that led to the African American
community’s increased access to the American Dream.
SWBAT describe the author’s intent in writing the novel Native Son as a symbolic wake up call and warning to
America about the dangerous state of race relations of the country.
SWBAT make predications about how Bigger will handle future conflicts based on his interactions with the rat.
SWBAT understand the concept of double consciousness and explain the psychology behind Bigger’s actions.
SWBAT explain how the juxtaposition of whites and blacks in the media reinforces and internalizes racial
stereotypes in Native Son.
SWBAT describe how the rat in the novel’s opening symbolizes Bigger as an individual invading white society.
SWBAT explain the significance of the symbolism behind Mrs. Dalton’s blindness. (symbolizes society’s
cultural ignorance.)
SWBAT explain the significance behind the color white’s symbolism. (white society.)
SWBAT analyze the primary motivations behind Bigger’s character and explain the significance of those
motivations.
Analyzing Pages:
Background Packet
Book One: Fear
Pages 1-30
Pages 31-61
Pages 62-93
11/8
SWBAT explain the irony behind the fact that society’s prejudice gives Bigger the ability to deceive them.
Book Two: FLIGHT
Pages 97-137
11/11
SWBAT determine the critical change in Bigger’s character at the beginning of Book Two.
SWBAT explain the significance of how Bigger perceives whites around him.
Pages 138-168
11/12
SWBAT explain how the symbol snow represents white society enveloping and controlling the world.
Pages 169- 209
11/13
11/14
11/15
SWBAT explain the popular culture motif and how popular culture covertly manipulates society
psychologically.
SWBAT explain how Wright ‘s use of diction reveals Bigger’s thoughts and allows the reader to experience the
story through the character.
SWBAT explain how Richard Wright uses symbolism, metaphor and personification to create vivid imagery
and allows the reader to experience the story through the character.
SWBAT explain the cross as a symbol for life and sacrifice for the greater good and that the power of
redemption can transform lives.
SWBAT explain why Bigger feels Christ-like, sacrificing himself to wash away the shame of being African
Pages 210-240
Pages 241- 270
Book Three: FATE
Pages 273- 302
American in society.
11/18
11/19
11/20
11/21
11/22
11/25
11/26
12/2
12/3
12/4
SWBAT analyze Bigger’s point of view and describe how explaining why he killed would mean explaining his
entire life.
SWBAT analyze the POVs of Mary and Bigger and describe how they each thought their actions were being
perceived the night they went to dinner.
SWBAT describe how the flaming cross symbolizes hatred and racism.
SWBAT describe how the symbol of the cross is transformed into representing how bigotry and hatred create
anger.
SWBAT describe the effect racism has on the oppressed in Native Son.
SWBAT describe the effect racism has on the oppressor in Native Son.
SWBAT explain the irony of the Dalton’s involvement in racial oppression and the death of their daughter.
SWBAT understand that Wright uses Mr. Max’s speech as a platform to express his own ideals and as a
warning that society is creating oppressive circumstances that will have consequences.
SWBAT analyze the trial and explain the hypocrisy of justice as a theme for the novel.
SWBAT explain the importance of Bigger’s character feeling equal to whites at the end of the novel. (Calls Jan
by his first name)
SWBAT use textual evidence to justify whether Bigger or society is responsible for his actions in the murder of
Mary.
SWBAT explain how Bigger is a symbol for all oppressed African Americans.
SWBAT justify whether the American Dream is a reality or a mythology in Native Son and whether the
American Dream is a reality or a mythology today based on society’s race and class systems. If it is a
mythology, why is it perpetuated continuously both by those in power and those who are marginalized?
SWBAT break down a sample essay prompts and craft exemplar theses.
SWBAT form topic sentences for exemplar paragraph topics.
SWBAT find textual evidence in Native Son to support sample essay paragraphs, and understand the qualities
of strong and weak evidence.
SWBAT analyze example paragraphs and essays for structure.
SWBAT break down and understand the prompt: What role did society play in making Bigger a “monster”?
SWBAT craft an original thesis for the culminating essay prompt.
SWBAT brainstorm and choose paragraph topics and logically and strategically organize body paragraph
topics.
SWBAT find 3 pieces of textual evidence to support each of their 3 paragraph topics.
SWBAT articulate how evidence supports claims.
SWBAT analyze evidence from peer outlines and constructively criticize their thought processes.
Pages 303- 333
Pages 334- 364
Pages 365- 381
Pages 382- 405
Pages 406- 430
Pages 406- 430
Native Son,
Supplementary
Sources
Native Son Excerpts
Native Son Excerpts
Native Son Excerpts
12/5
12/6
12/9
12/10
12/11
12/12
SWBAT outline an introduction paragraph for the culminating essay.
SWBAT write an original, non-cliché hook to grab the reader’s attention.
SWBAT edit and rewrite a strong, compelling and high-level thesis statement.
SWBAT preview body paragraphs in one sentence.
SWBAT conclude the introduction paragraph and transition to body paragraph 1.
SWBAT outline body paragraph 1 of the culminating essay.
SWBAT transition from the introduction to body paragraph 1.
SWBAT properly cite specific textual evidence.
SWBAT clearly articulate and explain how evidence connects to the thesis.
SWBAT conclude body paragraph 1 and transition to body paragraph 2.
SWBAT outline body paragraph 2 of the culminating essay.
SWBAT transition from body paragraph 1 to body paragraph 2.
SWBAT properly cite specific textual evidence.
SWBAT clearly articulate and explain how evidence connects to the thesis.
SWBAT conclude body paragraph 2 and transition to body paragraph 3.
SWBAT outline body paragraph 1 of the culminating essay.
SWBAT transition from the introduction to body paragraph 1.
SWBAT properly cite specific textual evidence.
SWBAT clearly articulate and explain how evidence connects to the thesis.
SWBAT conclude body paragraph 1 and transition to body paragraph 2.
SWBAT craft the conclusion of the culminating essay.
SWBAT transition from body paragraph 3 to the conclusion.
SWBAT restate thesis in an original fashion.
SWBAT recap body paragraphs in one sentence.
SWBAT relate essay topic to a broader idea or ask the reader a more conceptual question.
SWBAT analyze peer essays for proper essay structure and organization.
SWBAT analyze and edit peer essays for grammar conventions of written Standard American English.
SWBAT Revise writing to improve clarity, tone, voice, content, and the development of ideas.
Native Son Excerpts
Native Son Excerpts
CALENDAR OF DAILY OBJECTIVES
Monday
4
SWBAT explain the concept of
the American Dream.
Tuesday
5
SWBAT describe the author’s
intent in writing the novel Native
Son as a symbolic wake up call
and warning to America about
the dangerous state of race
relations of the country.
SWBAT describe how the
Harlem Renaissance was an
important movement that led to
the African American
community’s increased access to SWBAT make predications about
the American Dream.
how Bigger will handle future
conflicts based on his
interactions with the rat.
SWBAT understand the concept
of double consciousness and
explain the psychology behind
Bigger’s actions.
11
12
SWBAT determine the critical
SWBAT explain how the symbol
change in Bigger’s character at
snow represents white society
the beginning of Book Two.
enveloping and controlling the
world.
SWBAT explain the significance
of how Bigger perceives whites
around him.
18
SWBAT analyze Bigger’s point of
view and describe how
explaining why he killed would
mean explaining his entire life.
SWBAT analyze the POVs of
Mary and Bigger and describe
how they each thought their
actions were being perceived the
night they went to dinner.
19
SWBAT describe how the
flaming cross symbolizes hatred
and racism.
SWBAT describe how the
symbol of the cross is
transformed into representing
how bigotry and hatred create
anger.
November 2013
Wednesday
6
SWBAT explain how the
juxtaposition of whites and
blacks in the media reinforces
and internalizes racial
stereotypes in Native Son.
SWBAT describe how the rat in
the novel’s opening symbolizes
Bigger as an individual invading
white society.
13
SWBAT explain the popular
culture motif and how popular
culture covertly manipulates
society psychologically.
SWBAT explain how Wright ‘s
use of diction reveals Bigger’s
thoughts and allows the reader
to experience the story through
the character.
20
SWBAT describe the effect
racism has on the oppressed in
Native Son.
SWBAT describe the effect
racism has on the oppressor in
Native Son.
Thursday
Friday
7
SWBAT explain the significance
of the symbolism behind Mrs.
Dalton’s blindness. (symbolizes
society’s cultural ignorance.)
8
SWBAT explain the irony behind
the fact that society’s prejudice
gives Bigger the ability to
deceive them.
SWBAT explain the significance
behind the color white’s
symbolism. (white society.)
SWBAT analyze the primary
motivations behind Bigger’s
character and explain the
significance of those motivations.
14
SWBAT explain how Richard
Wright uses symbolism,
metaphor and personification to
create vivid imagery and allows
the reader to experience the
story through the character.
21
SWBAT explain the irony of the
Dalton’s involvement in racial
oppression and the death of their
daughter.
SWBAT understand that Wright
uses Mr. Max’s speech as a
platform to express his own
ideals and as a warning that
society is creating oppressive
circumstances that will have
consequences.
15
SWBAT explain the cross as a
symbol for life and sacrifice for
the greater good and that the
power of redemption can
transform lives.
SWBAT explain why Bigger feels
Christ-like, sacrificing himself to
wash away the shame of being
African American in society.
22
SWBAT analyze the trial and
explain the hypocrisy of justice
as a theme for the novel.
SWBAT explain the importance
of Bigger’s character feeling
equal to whites at the end of the
novel. (Calls Jan by his first
name)
25
SWBAT use textual evidence to
justify whether Bigger or society
is responsible for his actions in
the murder of Mary.
SWBAT explain how Bigger is a
symbol for all oppressed African
Americans.
26
SWBAT justify whether the
American Dream is a reality or a
mythology in Native Son and
whether the American Dream is
a reality or a mythology today
based on society’s race and
class systems. If it is a
mythology, why is it perpetuated
continuously both by those in
power and those who are
marginalized?
27
28
29
Thanksgiving Holiday
Thanksgiving Holiday
Thanksgiving Holiday
CALENDAR OF DAILY OBJECTIVES
Monday
2
SWBAT break down a sample
essay prompts and craft
exemplar theses.
SWBAT write strong topic
sentences for exemplar
paragraph topics.
SWBAT find textual evidence in
Native Son to support sample
essay paragraphs, and
understand the qualities of
strong and weak evidence.
SWBAT analyze the structure of
example paragraphs and essays.
Tuesday
3
SWBAT break down and
understand the prompt: What
role did society play in making
Bigger a “monster”?
December 2013
Wednesday
Thursday
4
SWBAT find 3 pieces of textual
evidence to support each of their
3 paragraph topics.
5
SWBAT outline an introduction
paragraph for the culminating
essay.
SWBAT craft an original thesis
for the culminating essay prompt.
SWBAT articulate how chosen
evidence supports individual
claims.
SWBAT write an original, noncliché hook to grab the reader’s
attention.
SWBAT logically and
strategically choose and
organize body paragraph topics.
SWBAT analyze evidence from
peer outlines and constructively
criticize their thought processes.
SWBAT edit and rewrite a
strong, compelling and high-level
thesis statement.
SWBAT preview body
paragraphs in one sentence.
SWBAT conclude the
introduction paragraph and
transition to body paragraph 1.
Friday
6
SWBAT outline body paragraph
1 of the culminating essay.
SWBAT transition from the
introduction to body paragraph 1.
SWBAT properly cite specific
textual evidence.
SWBAT clearly articulate and
explain how evidence connects
to the thesis.
SWBAT conclude body
paragraph 1 and transition to
body paragraph 2.
9
SWBAT outline body paragraph
2 of the culminating essay.
10
SWBAT outline body paragraph
1 of the culminating essay.
11
SWBAT craft the conclusion of
the culminating essay.
SWBAT transition from body
paragraph 1 to body paragraph
2.
SWBAT transition from the
introduction to body paragraph 1.
SWBAT transition from body
paragraph 3 to the conclusion.
SWBAT properly cite specific
textual evidence.
SWBAT restate thesis in an
original fashion.
SWBAT clearly articulate and
explain how evidence connects
to the thesis.
SWBAT recap body paragraphs
in one sentence.
SWBAT properly cite specific
textual evidence.
SWBAT clearly articulate and
explain how evidence connects
to the thesis.
SWBAT conclude body
paragraph 2 and transition to
body paragraph 3.
SWBAT conclude body
paragraph 1 and transition to
body paragraph 2.
SWBAT relate essay topic to a
broader idea or ask the reader a
more conceptual question.
SWBAT critique peer work and
edit based on peer suggestions.
12
SWBAT analyze written peer
essays for proper essay
structure and organization.
SWBAT analyze and edit written
peer essays for grammar
conventions of written Standard
American English.
SWBAT revise written peer
essays to improve clarity, tone,
voice, content, and the
development of ideas.
Native Son Reading Schedule
Day of the Week
Tuesday, 11/4
Wednesday, 11/5
Thursday, 11/6
Friday, 11/7
Monday, 11/8
Tuesday, 11/11
Wednesday, 11/12
Thursday, 11/13
Friday, 11/14
Monday, 11/15
Tuesday, 11/18
Wednesday, 11/19
Thursday, 11/20
Friday, 11/21
Assigned Reading
Pages 1-30
Pages 31-61
Pages 62-93
Pages 97-137
Pages 138-168
Pages 169-209
Pages 210-240
Pages 241-270
Pages 273-302
Pages 303-333
Pages 334-364
Pages 365-381
Pages 382-405
Pages 406-430
**There will be a reading quiz at the beginning of each class on the previous nights reading
How will students know what success looks like?
Reading Comprehension Quizzes
Standard aligned Exit Tickets (rubric below)
Culminating Unit Assessment
Socratic Seminar (rubric below)
Culminating Essay (rubric below)
85% class average
85% class average
85% class average
85% class average
7+ on AP rubric
Exit Ticket Rubric:
See me
*Weak or incorrect thesis
statement
*Very weak supporting details
that do not link to thesis and
rarely or never cited or
explained
*Textual evidence is either left
out or added without
explanation or support
Not quite there
*Weak thesis addresses
prompt, but is unclear
*Supporting details are not
linked to thesis and are
extremely vague
*Textual evidence is not
adequately explained and/or
is not linked to thesis
Mostly there
*Addresses prompt with
decent thesis
*Supporting details are
adequately explained, usually
cited appropriately, and still
linked to thesis
*Textual evidence is clearly
explained and linked to thesis
Mastery
*Engaging, strong and clear thesis
that fully addresses prompt
*Supporting details are clear,
directly linked to thesis, and
appropriately cited
*Textual evidence or summary
only used to advance ideas, and
clearly linked to thesis
*Does not write a paragraph
*Supporting details and
elaboration are insufficient and
illogically sequenced
*Transitions not used
*Weak paragraph structure
*Supporting details and
elaboration are often
insufficient and illogically
sequenced
*Transitions are mis- or
underused
*Uses paragraph form
*Supporting details and
elaboration are usually
sufficient and logically
sequenced
*Transitions present but
occasionally awkward or
incorrect
*Well-organized paragraph with
thesis, supporting details and
concluding sentence.
*Supporting details and
elaboration are logically sequenced
*Transitions are purposeful and
improve flow of paragraph
*3-5 punctuation errors
*3-5 capitalization errors
*3-5 spelling errors
*4-5 non-Standard English
errors
*1-2 punctuation errors.
*1-2 capitalization errors.
*1-2 spelling errors.
*2- 3 non-Standard English
errors
*Correct punctuation
*Correct capitalization
*Correct spelling (few or no errors)
*No non-Standard English (nearly
perfect subject-verb agreement)
*6 or more punctuation errors
*6 or more capitalization
errors
*6 or more spelling errors
*5 or more non-Standard
English errors
IDEAS
Score:
_________
(out of 4)
ORGANIZATION
Score:
_________
(out of 4)
MECHANICS
Score:
_________
(out of 4)
Socratic Seminar Rubric:
Essay Rubric:
AP Essay Grading Rubric
The 8-9 essay:
 Contains a well-developed thesis that clearly addresses the nature of the question
 Presents an effective analysis of both sides of the item in question; treatment may be uneven (the better essays try to devote about equal
coverage to both sides)
 Supports thesis with substantial and relevant information
 Is clearly organized
 Well written (fluency, vocabulary, word choice, voice)
 Does not contain minor grammar and spelling errors
The 5-7 essay:
 Contains a thesis which addresses the topic of the question (limited development)
 Has limited analysis and exhibits limited understanding of complexity
 Is mostly descriptive
 Deals with only one aspect of the question in some depth or deals with both aspects in a more general way
 Supports thesis with some information
 Shows evidence of acceptable organization and writing; language errors do not interfere with comprehension
 May contain grammatical or factual errors that do not seriously detract from the quality or argument of the essay
The 2-4 essay:
 Presents a limited, confused and/or poorly developed thesis
 Contains little or no analysis and is mostly descriptive
 Deals with one aspect of the question in a general way or both aspect in a superficial way; simplistic explanation 
 Has minimal or irrelevant supporting information
 Confusing organization and writing; organization and language errors interfere with comprehension
 May contain major grammatical or factual or interpretive errors
The 0-1 essay:
 Contains no thesis, or a thesis which does not address the question
 Exhibits inadequate or inaccurate understanding of the question (analysis is absent)




Contains no supporting information, or only irrelevant information
Is so poorly organized or written that it inhibits understanding
May simply paraphrase or restate the question
Contains numerous errors, both major and minor
Essay Checklist:
 My introduction provides background information in the context of the question.
 My thesis statement directly answers the question.
 My thesis statement is not simply a restatement of the question.
 My thesis provides a specific outline of the topics to be explored in the essay.
 When moving from one topic to another, I have used appropriate transitional phrases.
 I have appropriately use verb tense and subject-verb agreement in my essay.
 I have demonstrated an understanding of the complexity of each topic listed in the thesis.
 I have used extensive information or conducted outside research on each topic listed in the thesis.
 When citing, I use brief direct quotes, which support the claim I have already made.
 When citing my sources, I use MLA Format
 I have used outside evidence to support each claim made in my essay.
 I have added a conclusion, which restates the thesis by summarizing the main points of the essay.