Concept Unit

Lesson Plan #4 [90 min]

Unit: Life Isnt Fair: Overcoming Adversity in Literature
Unit Primary Skill focus: narrative writing
Includes: Model/Mentor Text
Critical Learning Objectives
SWBAT:
Cognitive (know/understand):
1. Students will know that creative acts are a way to express feelings and share
experiences.
a. Students will be able to create a poem that expresses their feelings and
experiences.
Affective (feel/value):
2. Students will feel that their experiences are useful and unique.
a. Students will feel that their poem is unique and personal.
Performance (do):
3. Students will be able to explore the concept of adversity in writing.
a. Students will be able to come up with their own list of injustices.
4. Students will be able to write about adversity in a number of formats.
a. Students will be able to write a poem that includes symbols of injustice.
b. Students will be able to engage effectively in a range of collaborative
discussions.
SOLs:
Communication
7.1 The student will participate in and contribute to conversations, group discussions, and
oral presentations.
a) Communicate ideas and information orally in an organized and succinct manner.
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
The desks are in groups of four. Name cards are on each desk. SSR: 10 min. is on the
board.
1. [10 min] SSR

As students enter, I point to the board and remind them to start reading the minute
they get in. Please collect your journals as your enter. They are in the Pick Up
basket. Remember, you will be writing on a journal topic, so you might want to
review that list before reading. Beginnow!
2.

[10 min] Journaling

Okay, time! Please answer one of the questions to the best of your ability. If you
finish early, please resume reading.

3. [5 min] Syllabus
Lets look over the syllabus? Did you get it signed? [I read important parts of
syllabus out loud].
4. [5 min] Introduction to New Lesson
Welcome students! Remember our discussion about poetry on Friday? Today we
will be reading and listening to a poem, and then we will create our own poems.
Id like for you to take a minute to think about one word that comes to mind
when you think about poetry and write it down. We will be going around the
room to share our words. [After one minute]: Okay lets go around the room
and share our words. [Let students share. Type up students words in a list,
projected from the computer.]

5. [5 min] Symbolism Discussion

To understand todays poem, we will need to understand some terms. What is
symbolism? You may have heard this term beforeit is also used in literature or
movies. This term can also apply to poetry. So what is symbolism? What are some
examples? [generate definition using students responses; if the students need
help, use the definition provided below].
What is symbolism?
The use of symbols to represent ideas or qualities.
6. [10 min] Listening to Knock, Knock
Pass out Knock Knock poem with questions at the end. Okay, now we are going to
watch a video of Daniel Beatty performing this poem. We will watch it twice so that
you can really get a feel for how he reads it. Sometimes hearing someone read the
poem can help us understand line breaks, emotions, and emphasis in the poem. Feel
free to jot down some notes as you watch. For this first viewing, just enjoy the poem.

[After the first viewing] Great! We are going to watch it one more time. Now this
time think about and write notes on the questions beneath the poem. Ill give you a
few minutes to work on the questions after the video. This is silent work.
[When students begin to finish up, hand out the small group discussion sheet]
Okay, now look over what youve written and write down three talking points for
discussion like you did on Friday.
7. [10 mins] Small Group Discussion
All right guys. In your small groups, Id like for you discuss your talking points. You
have a couple of minutes. When you are done with your discussion, take a minute to
fill out the rest of the group discussion worksheet evaluating your performance. If
you have extra time, talk about the questions you started out answering.
[Monitor discussion by going from table to table and asking what they have put for
various questions. Pay particular attention to students with blank papers or students
who finish early.]
8. [25 mins] Writing Own Poems
a. [5 min] Brainstorming
Now, lets come together to talk about some of the discussion questions. Why do you
think this poem was titled Knock, Knock?
Is it just about the narrators father knocking on his door at night? Its also about
knocking down the doors of racism and poverty. This line is underlined in your text.
Is racism an actual door? No. The door is a symbol of racismthe door represents the
obstacles in the way of the narrators path to success and opportunity. Are there
obstacles in your life? What kinds of injustice make your life harder? Think about the
symbolic doors blocking your way to success in life, the obstacles that make life
harder.
Now we are going to do some individual work. I would like you to take a few minutes to
write ideas for your own Knock, Knock poems. Write about what kind of injustice or
the obstacles you want to knock, knock down. Lets take a minute to come up with a
list of things you could write about. It may be helpful to think of a time in which youve
been stereotyped. A lot of injustice is a result of stereotyping. If you want, you can write
about knocking down injustice and obstacles for a friend, but no names!
I will use the following list to help students come up with ideas during my monitoring.
We will not do a group share since the symbols may be personal for students.
-poverty (classism)
-racism
-sexism

-religious injustice
-cultural injustice (based on the culture you are from)
-injustice against people who have immigrated
-homophobia
-ageism
-abandonment
-abuse
-hunger
-pressure/anxiety in school
-death
-health problems
b. [10 min] Modeling
Here. I will model how I might write a Knock, Knock style poem that includes some
symbolic doors. Before beginning, lets look at what this poem should have. [Pulls up
checklist on projector.] So the poem needs a speaker, also known as a narrator. I think
Id like for this poem to be from my point of view. Id like to be the narrator. But I could
also have chosen to write from my fathers point of view, like Beatty did in his poem. But
I think Ill write from my point of view. So I need to include symbolic doors to knock
down. Okay. Some doors I wrote down on my list earlier were prejudice, inequality,
sexism, fear, pressure (from school, life). I think Im going to focus on those. And I need
to write in the poetic form. So I cant write long, continuous lines like youd see in a
novel or story. I need to write short, powerful phrases.
I really like the letter style of the poem so I might start with that. But not everyone has to
do this. You have a lot of freedom with what youd like to do. The checklist doesnt say I
have to do a letter poem, but thats where Id like to start. Who would I like to write to?
My little sister. Dear sister. Hmmm what can I write? Its not exactly the same, but in
the poem, when Beatty was writing about how he wishes his dad could come home, I was
reminded of how Im not at home with Julia, my sister right now even though shes
growing up and may need me. So Im going to write: I will not always be there to knock
on your door/Someday you will need to knock on doors for yourself. Because if Im not
there, shell have to learn to do things by herself. Next up, I have prejudice and
inequality on my list, so Ill write this: Knock knock down doors of prejudice and
inequality. Next I want to write about sexism. But I dont feel like saying it the exact
same way as the line before. Hmmmmwhat can I do? How about knocking down a
glass ceiling? Does anyone know what that is? It is a symbol for the barrier to
advancement in a profession that no one wants to admit. For example, its like how on
average, women make 76 cents to a mans dollar. Or how members of minorities may get
overlooked for a job promotion. The ceiling is called glass because its clearno one
wants to admit its there, but it keeps members of minorities from moving up through the
glass ceiling. So lets knock down the glass ceiling, Knock knock down the glass ceiling
that Ive begun to crack. I dont want women in the future to have to worry about a
glass ceiling or fear that she will be discriminated against in the workplace, so Ill ask
my sister to knock the ceiling down for her future daughter: Knock knock for your

daughter, so that she does not need to be afraid. I often feel a lot of pressure to be
perfect. Perfect grades, perfect choices. I dont want my sister to feel that pressure, so Ill
put, Knock away the heavy pressure of perfection. I want my sister to remember to
stand up for others. Even if its not her problemit kind of is. Shouldnt we stand up for
other people? Isnt it our duty as a human being to make sure everyones doors are
knocked down? Knock knock for those who cannot knock for themselves/For the people
of silent histories and voices silenced. I want every future generation to have a chance
at happiness, success, freedom. So Ill rap it up with: Knock knock so that every child
has a chance.Lets see thats ten lines. And the checklist says I need at least, so Im in
the clear. But, wait!! My poem is only 90 words! I need 100. So Im going to have to
write another couple of lines for homework tonight to get 100 words.
c. [10 min] Writing Knock, Knock
You only have 10 minutes for this activity so you may not finish. Thats okay. You can
finish it later. But get at least 5 lines done today in class. Im handing out checklists with
the rubric so you can see how every thing will be graded. [Hand out checklist and rubric
while talking.] Dont worry about using correct grammar and feel free to write in your
native language for this assignment. For this sort of poem, Daniel Beatty wanted to
reflect the way he talked, and Id like for you to do the same. Im leaving my poem up on
the board, but remember, you can also use Beattys poem as a model too.
8. [5 min] Closure:
Okay. Hopefully your feelings about poetry have changed today. In light of our
lesson, I would like for you to think of a new word that comes to mind when you
think of poetry.
[After one minute]: Lets go around the room and share our words. [Let students
share. Types new words beside the words from the beginning of class.]
Great job today! For an exit slip, write down any questions you may have about
the syllabus. And get those syllabuses signed! Homework tonight is SSR for 15
min.
Methods of Assessment:
Diagnostic: prior lesson
Formative:
o Small group discussion worksheet
o List of injustices
Summative:
o Knock, Knock style poems
Differentiated Instruction to accommodate one or more of my profiled students:
Students can write in home language. For Dmitri, this would mean native language, a
blend, or whatever he is comfortable with.
Materials Needed:
Students will need composition books and pencils/pensI will have backup
SSR books

Smart Board
Student Interest Survey
Turn In and Pick Up basket
Daniel Beatty video http://www.youtube.com/watch?v=8VLjZPqJqE0
Knock, Knock Poem with questions
Small Group Worksheet
Model Poem

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic

organizers, handouts, etc.)
Knock Knock
By Daniel Beaty
As a boy I shared a game with my father
Played it every morning 'til I was 3
He would knock knock on my door
And I'd pretend to be asleep
'til he got right next to the bed
Then I would get up and jump into his arms
"Good morning, Papa."
And my papa he would tell me that he loved me
We shared a game
Knock Knock
Until that day when the knock never came
And my momma takes me on a ride past corn fields
On this never ending highway 'til we reach a place of high
Rusty gates
A confused little boy
I entered the building carried in my mama's arms
Knock Knock
We reach a room of windows and brown faces
Behind one of the windows sits my father
I jump out of my mama's arms
And run joyously towards my papa
Only to be confronted by this window
I knock knock trying to break through the glass
Trying to get to my father
I knock knock as my mama pulls me away
Before my papa even says a word
And for years he has never said a word

And so twenty-five years later, I write these words

For the little boy in me who still awaits his papa's knock
Papa, come home cause I miss you
I miss you waking me up in the morning and telling me you love me
Papa, come home, cause there's things I don't know
And I thought maybe you could teach me:
How to shave;
How to dribble a ball;
How to talk to a lady;
How to walk like a man
Papa, come home because I decided a while back
I wanted to be just like you
But I'm forgetting who you are
And twenty-five years later a little boy cries
And so I write these words and try to heal
And try to father myself
And I dream up a father who says the words my father did not
Dear Son
I'm sorry I never came home
For every lesson I failed to teach, hear these words:
Shave in one direction in strong deliberate strokes to avoid irritation
Dribble the page with the brilliance of your ballpoint pen
Walk like a god and your goddess will come to you
No longer will I be there to knock on your door
So you must learn to knock for yourself
Knock knock down doors of racism and poverty that I could not
Knock knock down doors of opportunity
For the lost brilliance of the black men who crowd these cells
Knock knock with diligence for the sake of your children
Knock knock for me for as long as you are free
These prison gates cannot contain my spirit
The best of me still lives in you
Knock knock with the knowledge that you are my son, but you are not my choices
Yes, we are our fathers' sons and daughters
But we are not their choices
For despite their absences we are still here

Still alive, still breathing

With the power to change this world
One little boy and girl at a time
Knock knock
Who's there?
We are
a. What is this poem about? Why do you think the poet chose to name this poem Knock,
Knock?
b. Do you like this poem? Why/why not?
c. Do you notice any metaphors in this poem? Please highlight and describe any
metaphors youve noticed.
d. Did you like Daniel Beattys performance of the poem? Why/why not? How was
watching the performance different from reading the poem?
e. Why do you think Daniel Beatty choose to write on the subject of this poem? What
was his purpose?
f. What were some characteristics of the narrator of this poem? Underline parts of the text
you used to answer this question.

MODEL TEXT:
Dear Sister,
I will not always be there to knock on your door
Someday you will need to knock on doors for yourself
Knock knock down doors of prejudice and inequality
Knock knock down the glass ceiling that Ive begun to crack
Knock knock for your daughter, so that she does not need to be afraid
Knock away the heavy pressure of perfection
Knock knock for those who cannot knock for themselves
For the people of silent histories and voices silenced
Knock knock so that every child has a chance

Poetry Based on Knock, Knock

Write a poem that uses Daniel Beattys Knock, Knock as a model.
Note: Poems that score in the blue range on the rubric will need to be rewritten. Even
if a graded poem is only blue in one section, this will need to be rewritten until a black

score can be reached. All students can rewrite their poems, even if they score in the black
range of every section the first time around.
Quick Checklist
o The poem has a speaker, also known as a narrator.
o The poem includes symbolic doors to knock down.
o The poem is more than 10 lines and 100 words in length.
o Poem is written in the poetic form.
Narrator

Poetic Form

Symbolic Doors

Length

3
Poem has a narrator
and the narrator has
a personality. From
the poem, we get
some idea of who
the narrator is as a
person.
Poem is clearly a
poem. The writing is
not prose.

2
Poem has a narrator.
The narrator has no
clear personality.

1
The poem has no
established narrator.

The writing is
between poetry and
prose.

The poem includes

symbolic doors
and the reader can
easily understand
what the doors
represent.
Poem is at least 10
lines and 100 words.

The poem includes

doors, but they are
literal and/or the
reader cannot easily
understand what
they represent.
Poem is at least 10
lines but less than
100 words.

The poem is not

written in poetic
form; indiscernible
from prose.
The poem includes
no mention of doors.

Poem is less than 10

lines and 100 words.

Small Group Discussion

Adapted from Critical Pedagogy Discussions.
Instructions:
1. Before breaking into small groups, you will EACH record three talking points here
(questions, insights, or ideas that the text prompted). These talking points will be the
foundation from which your discussion will build.
2. During the discussion, one person will act as the note-taker for the group. You will
want to jot down significant aspects of the text, ideas that come from the text, etc.
3. After the discussion, you will spend 5 minutes evaluating your discussion using the
rubric included.

Talking Points:
1.

2.

3.

Group Evaluation:
1. Today, our discussion focused mainly on

2.
Come to a consensus as to how well your group accomplished the following goals.
Please dont just put an X in the box; add brief notes to support your rating.
note: This will be blown up to be full-paper sized.
4

We used specific aspects of the text from

this weeks reading to make points, to
contrast ideas, to prompt questions, etc. In
doing so, we frequently pointed to specific
passages, words, pages.
All members of the group participated
thoughtfully and critically in the
discussion. This would also indicate that
everyone had their texts handy for close
consideration.
When our discussion took a turn that went
perhaps a bit too far out of the context of
what we felt was relevant, we were able to
recognize this and bring it back easily.
We followed the norms set by our class

3.
In our next discussion, our group will work on (Note an area related to your group
discussion where you feel you would like to improve together)