Stamped Lesson Plan

Greg McClure, Sara Hawks, Erin O’Brian, Katelyn Horgan, Emily Piro

# of Days 2
● Students have completed Stamped as a class and are
familiar with terms/ideas such as:
○ Assimilationist
Students’ Prior
○ Segregationist
Knowledge ○ Antiracist
○ Black power
○ Black Lives Matter
○ Socratic Seminars (to an extent)
Lesson I am growing towards…
Objective(s) ● Making text-to-world, text-to-text, and text-to-self
connections about race, racism, and the Black power
and Black Lives Matter movements.
● Engaging in thoughtful discussions with peers about
essential questions of our Stamped unit.
● Reading, writing, and thinking critically towards
antiracist goals.
Formative Socratic Seminar
Assessment
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Standards CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they
interact and build on one another to provide a complex analysis;
provide an objective summary of the text.
Materials ● Individual writing journals
Needed ● Individual copies of Stamped
● ‘The Ingredients’ Short Story
Time Learning Task Methods or Procedures
DAY ONE
7 mins As class starts, have a series of questions that
students could pick from to individually
journal about.
Individual Journaling ● What current events might appear in
Stamped today?
● How do we see Black power and
Black Lives Matter in the news and
media in Stamped?
● How do antiracist and assimilationist
thoughts play into this?
5 mins Once students finish journaling, have them
Paired Share turn to the person in front of them and share
however much they feel comfortable sharing.
5 mins Then, have them turn and share what they
Paired Share wrote with the person behind them.
30 Read the short “The Ingredients” by Jason
mins Short Story Reading Reynolds out loud as a whole class.
10 Students individually answer questions (same
mins as above) about the text in their journals.
● What current events might appear in
Questions this story today?
● How do we see Black power and
Black Lives Matter in the story?
● How do antiracist and assimilationist
thoughts play into the story?
3 mins Wrap up END OF DAY ONE
DAY TWO
5 mins Students read what they wrote in their
journals about the short story from the day
Individual reading/writing before and make any necessary
additions/changes.

Teachers check students’ writing.

5 mins Warm up for socratic seminar. Students share
Paired Share their responses for the short story questions
with a peer.
5 mins Socratic Seminar norms Whole-class review of the norms and
and procedures review procedures of a socratic seminar.
15 Students discuss essential questions in the
mins Socratic Seminar part 1 short story using Stamped as a len/guiding
tool.
5 mins Coaching part 1 Circle 1 reflects on discussion, students
switch
15 Students discuss essential questions in the
mins Socratic Seminar part 2 short story using Stamped as a len/guiding
tool.
5 mins Coaching part 2 Circle 2 reflects on discussion
3 mins Takeaways from As a whole-class reflect on the big takeaway
Discussion from the socratic seminar.
2 mins Wrap up END OF DAY TWO