Diversity Lesson Plan

Shine

By Jodi Picoult

Publication 09/13/2016

High School English

Social Justice Standard(s) of the book:

Students will recognize that people’s multiple identities interact and create unique and

complex individuals.

Students will develop language and knowledge to accurately and respectfully describe

how people (including themselves) are both similar to and different from each other and

others in their identity groups.

Students will recognize unfairness on the individual level (e.g., biased speech) and

injustice at the institutional or systemic level

Materials ​needed: book, paper, and writing utensil

Nevada Academic Content Standard(s)

Speaking and Listening Standards 6–12 [SL]

1. 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.

2. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and

evidence made on all sides of an issue; resolve contradictions when possible,

 and determine what additional information or research is required to deepen the

investigation or complete the task.

Objectives:

Students will be able to identify the story’s elements of racial bias through individual

thought and in small and large group discussions with 90% accuracy.

Students will analyze the influences of cultural backgrounds that create complex

individuals, in pairs, they will evaluate each other’s Cultural Eye activity with a 90%

accuracy.

Procedure:

● Ask students how they felt starting the school year, especially those who moved

from afar. Then introduce the book. Jodi Picoult, the author of the book, “Shine”,

a story of eight-year-old Ruth who starts third grade on a scholarship in the

all-white private school of her mother's employer's daughter Christina. Ruth not

only experiences culture shock from her previous school in Harlem but must deal

with subtle and not so subtle racism on various levels.

● Read the book: This is a short chapter book that should be finished in 2 days.

There will be popcorn reading for the first 5 chapters that should be completed

within 40 minutes. Chapters 6-10 will be read at home as homework and I will

read the last 3 chapters.

● Discuss: explain your answers

1. Do you believe a white author can capture what it was like for a young black

student when schools were first integrating? Do you believe this author correctly
 captured what it was like for an 8-year-old black girl to move into an all-white

school?

2. If racism is taught, should Maya be held accountable for her racist comments? At

what age should people be held accountable for the things they are taught when

they are children?

3. Do you think Ms.Thomas’ attempt at color blindness is in any way helpful to

Ruth?

4. What is the difference between that behavior and Mama’s quick acceptance of

Ruth’s lies of a smooth transition and her desire for assimilation?

5. When analyzing Cristina's interactions with Ruth in and out of the public eye do

you believe Cristina's explanation in the car ride to school justifies her behavior?

If she truly was afraid Ruth would be better liked what would that say about her in

the eyes of her classmates?

● Activities:

1. Think Pair Share- the 5 questions above, first students will write their answers on

a piece of paper. When discussing with a partner, they will add notes of things

they find interesting about their partner’s responses or different from their

answers, and then discuss with the class

2. Cultural Eye- students will be given worksheets to fill out with their information

including spiritual beliefs, political beliefs, social class, family structure,

education, race, age, gender. This will help them get a deeper understanding of

how they view the world. Then they will engage in a discussion with at least two
 classmates comparing and contrasting their answers to identify how or why they

have different perspectives and identify their own bias.

Assessment:

Student’s discussion points will be assessed on its relevance to the story, to ensure

they have read the text ahead of time and are prepared for discussion.

Their argument will also be evaluated in their ability to correctly identify bias on the

individual level, as well as the injustice in the school, and finally, the systemic level

which created polar ends seen in Ruth and Maya.

They will also be closely observed during the Cultural Eye activity to ensure thoughtful

and respectful responses to their classmates’ diverse perspectives.