Thank U Mam

Lesson
Grade: 9th
Subject: ELA
Standards: (Common Core
Learning Standards/ New York
State Standards)
CCSS.ELA-LITERACY.RL. 9-10.1
Cite strong and thorough textual
evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.9-10.3
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.
Content Vocabulary:
Willow-wild
Latching
Barren stoop
STEAL
Insolent
Objective(s)/Aim(s):
To learn how to use STEAL to
identify character traits.
Essential Question(s):
1. How does character analysis
help us learn about a person?
2. How do we use textual
evidence to support our
analysis?
3. How can we apply the
STEAL method to pinpoint
traits about a character?
Materials/Resources:
-Character Analysis graphic
organizer
-Thank You, Maam by
Langston Hughes
-Exit Ticket Quote
Technology:
Smart board
Language Supports:
Spanish/English glossary
Dictionary
Thesaurus
Learners Dictionary.com
Frayer Model
Motivation/ Hook/Do Now: (The purpose, connection to experiences, or review of a previous lesson
~5 min.)
Students will copy down the acronym STEAL into their notebooks. Teacher will go over what STEAL stands for.
This will help them to refer back to it whenever they try to identify character traits in a story.
Mini-Lesson/Direct Instruction: (Teacher explains, models correct responses, and elicits scholar
responses step-by-step procedure. ~10 min.)
Teacher will model STEAL using the character Laurie from the short story Charles. This mini-lesson will focus
on using the acronyms S, E, and A (Speech, Effects, and Actions) to model Laurie. The students will come up
with answers and be asked to reference back to where in the story each acronym is represented.
Guided Practice: (Teacher works with students: 1. to have them demonstrate understanding of
objective with assistance, 2. to allow students to show understanding individually or in groups, and 3.
to re-teach through multiple intelligences. ~5 min.)
Teacher will practice STEAL with the students. For instance, which of the acronyms can be found in the story
Thank You, Maam by Langston Hughes.
Practice (Activity): (Teacher provides activity and students complete tasks in pairs while teacher
observes and informally assesses for understanding. ~ 20 min.)
.
Students will have already been seated with their classroom partners. Each pair will discuss their homework
assignment from the previous day on the 4 characteristics of Roger. They must cite evidence of each
characteristic in the story. After comparing their answers, they will use the characteristics towards filling out the
character analysis graphic organizer.
Share/Reflection: (Closure, connection, students share/reflect while teacher continues to check for
understanding. ~5 Min.)
After completing the activity a few of the students will briefly share some of the categories in the graphic
organizer. One question that they will be asked is what analysis did they come up with after completing the
character organizer. What can they say about Rogers personality?
Differentiation:
The students will learn a new

skill, and utilize a graphic
organizer to help them keep
their work in order. They will
also complete their
homework assignment in a
chart/graphic organizer form.
Assessment
(Formative/Summative):
Homework:
In a paragraph or two use at least 3

Formative: Students will use Laurie elements from STEAL to analyze a
in Charles as an example to model character from a story, book,
STEAL to assess their understanding movie, T.V show, etc. Organize
your work into a chart or graphic
of identifying character traits.
organizer form.
Summative: Students will be given
an exit ticket with a quote from
Thank You, Maam to fill out. The
students will respond to what they
think about Mrs. Luella Bates
Washington Jones. Also they must
select one of the elements in STEAL
to focus on.
Speech: What does the character say and how does

he/she speak?
Thoughts: What is shown about the character

through his/her private thoughts and feelings?
Effect: What effect does the character have on other

people? How do they feel or react to him/her?
Actions: What does the character do? How does the

character act in different situations?
Looks: What does the character's appearance say

about his/her personality?

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Lesson

The students will learn a new

In a paragraph or two use at least 3

Speech: What does the character say and how does

Thoughts: What is shown about the character

Effect: What effect does the character have on other

Actions: What does the character do? How does the

Looks: What does the character's appearance say

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