Constructivist

Lesson Plan
Literature Lesson
Ashley Cross
Read Aloud of White Socks Only by Evelyn Coleman and Illustrated by Tyrone Geter

Problem Confronted: Racism

Lesson Overview

Objectives/Assessment

• The students will determine the theme of the piece of literature by discussing details in
the words and illustrations of Evelyn Coleman’s book White Socks Only.
• Formative: I will observe the students responses while discussing in small groups to
verify or deny their understanding of the theme and reteach where necessary.
• Summative: The class will create a piece of written literature that conveys the theme of
White Socks Only.

Related State Standard:

6.RL.2.2: Determine how a theme or central idea of a work of literature is conveyed through
particular details.

Management of:

• Time: 50 Minutes
o Anticipatory Set: 5 minutes
o Read Aloud: 10 Minutes
o Grand Discussion: 5 Minutes
o Group Discussions: 12 Minutes
o Writing Workshop: 13 Minutes
o Closure: 5 Minutes
• Materials White Socks Only by Evelyn Coleman, White Paper
• Space For the read aloud the students will sit on the floor in a close group in front of
me. Student will be grouped based on the color of their shirts (or something small and
commercial about their appearance). Once in groups students will meet around the
room to break down the theme of the book.
• Behavior I will use a positive an incentive behavior management plan that rewards
cooperative participation in the lesson with GUTS tokens.

Differentiation and Culturally-Responsive Practices
 o In the grand conversation, discuss discriminatory experiences the students have
had. Or times when they felt bad for trying to do something that everyone else
can but them.
o Struggling learners will have the support of the read aloud and the collaboration
of their small group.

Building Background Knowledge

Activating Background Knowledge: I will separate groups based on the color of their socks.
(White, Black, or Multi-Colored. Students who had white socks received two pieces of candy,
while black received one, and multi-colored receives a box of raisins to share with their entire
group. I will asks students if this method of candy exchange is “equal.”

Purpose: “I am going to read to you the story White Socks Only by Evelyn Coleman. I want you
to observe the details in the story to help us figure out what the theme of the story is.”

Essential Questions: What can we learn from literature like White Socks Only?

Constructing Understanding

Read Aloud: I will read the story to them using different voices for each of the main characters.

• For each step, include:

o Students will listen to the story and respond in a grand conversation

o Response initiates: I will begin with questions to illicit their natural responses
and
then investigate the natural responses to explore the theme of White Socks
Only.

How did you like the story?

What did you like about it?

What didn’t you like about it?

What do you think the problem was in the story?

What consequences do you see for the choices that the characters
made?

What big idea can we take away from this story?

Using New Understanding

 • Extension/Independent response activities: In a whole class group we will brainstorm a
list of problems the main character faced in the book. In small groups they will break
down the details of the story to discover the theme of the piece of literature. They will
make their claim on a white piece of paper and support their claim with evidence from
the book. After small group discussions students will break off individually and create a
short story using the theme of White Socks Only.



Closure

• The character in the story doesn’t understand the segregation America was going
through, but judging someone based off the color of their skin is just as silly as judging
someone by the color of their socks. We can learn and grow from stories like these.
When you go home tonight I urge you to ask your family if they have any moving stories
like the young girl’s grandmother.


REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objectives? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
1. Bloom’s Taxonomy
2. Gardner’s Multiple Intelligences
7. Was there too much information presented to the students at one time?
8. Were the children actively engaged during the extended anticipatory set?
9. Did any of the student struggle with the selection of main idea?
10. What could I do to adapt this lesson to make it more engaging and exciting for students?
1. Did students stay focused and engaged even with such a short about of time?