11th Grade Diversity Lesson Plan

Book: AMERICANAH, Chimamanda Ngozi Adichie, 2013

Grade Level: High School English, Grades 11-12th

Date: September 29, 2019

Multicultural Themes:
• Racism
• Culture differences
• Immigration

Materials:
1. Book “AMERICANAH,” written by Adichie
2. Writing utensils (pen, pencil, markers, etc.)
3. Large poster paper
4. College Ruled lined paper
a. (Optional): Access to MS Word or Google Docs if typing is preferred

Standards:
1. CCSS.ELA- Literature.RL.11.1 – Cite Strong and thorough evidence to support analysis
of what the text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
2. CCSS.ELA- Literature.RL.11.2 – Determine two or more themes or central ideas of a
text and analyze their development over the course of the text, including how they
interact and build on ones another to produce a complex account; provide an objective
summary of the text.

Objective:
• Students will be able to analyze the themes and plot throughout the story by citing
evidence within their essay with a 90% accuracy.

Procedure:
1. Introduction:
 a. Show the book “AMERICANAH”, by Chimamanda Ngozi Adichie. Start of by
asking if they would like to share where they or their parents are from, try to get
them engaged. Proceed to ask if they or someone they know has experienced
racism by a show of hands. This gives the class a chance to see an overall without
stating what the incident was. Proceed to read the synopsis and remind students to
keep in mind connecting themes like immigration and racism.
2. Read:
a. The teacher begins reading, readers will be picked and continue reading. The
process will continue over days scheduled for reading/assignment.
3. Discuss:
a. Students will receive five question about the story’s theme and characters. They
will have ample time to jot down answers. These are the following question
consisting of three factual questions with a solid answer, answered individually
and then asked to share responses with the class. And one affective and higher-
order question that involves a class discussion.
i. Where does the story take place, and who can tell me the continent it is in?
(Factual)
ii. What is the name of the blog started by the protagonist? (Factual)
iii. Which character is considered an undocumented immigrant while in
London? (Factual)
iv. You read the protagonist version of what it means to be a “Black Person,”
what are some problems you feel black and other people of color
experience which the protagonist did not mention? (Affective)
v. What are some differences Obinze realized that exist living as an illegal
immigrant compared to a legal one? (Higher)
4. Activities:
a. Students will work in group tables, consisting of four students to create a Venn
diagram comparing the lifestyle/cultures between the protagonist home Nigeria
and the United States according to the story. Must be legible, and presentable.
(Hands-on)
b. Students will individually write a minimum 5-paragraph essay with a minimum of
3-in-text citations. Breakdown of the essay:
i. Intro
ii. Body- What struggles did the protagonist face?
iii. Body- How did the protagonists’ struggles tie into the theme of
immigration and racism?
iv. Body- What can you do to stand up against problems, such as racism?
v. Conclusion
Evaluation:
• Teacher will evaluate by checking students’ overall essay. Did the student use in-text
citations for support and were they able to identify a theme within the story.