Colorpurplepurplehibiscus Final

The Color Purple and Purple Hibiscus
Pair Teaching in the Twelfth Grade

Lindsay Masin and Lukas Ziemba
“I’m pore, I’m black, I may be ugly and can’t cook, a voice say to everything listening.
But I’m here. ” -Alice Walker, pg. 207
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Table of Contents
Project Overview 2
Curriculum Map 3
Rationale 4
Parent Reading Guide 10
Essential Questions 13
Goals 15
Formative Assessment 16
Summative Assessment 24
Standards 27
Week 1 29
Week 2 40
Week 3 53
Week 4 66
Week 5 75
Week 6 84
Week 7 93
Week 8 102
Additional Documents 112

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Essential Questions:
● What does it mean to be free?

● What does it mean to find your own voice?
● How does privilege influence one’s ability to achieve freedom?
● How does one balance religious influence with the journey to freedom?
● How does gender affect freedom?
Weekly Essential Questions:
Week 1: How might patriarchy and society's expectations of gender influence who we are?
Week 2: How might privilege influence one's ability to be free in their choices?
Week 3: How does one balance religious influence with their freedom?
Week 4: What does it mean to find your own voice?
Week 5: How do our relationships influence our choices and actions?
Week 6: How do symbols add to a story?
Week 7: Why is it important to make connections while reading novels?
Week 8: How does voice influence freedom? In what ways have character freedoms been
challenged?
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Curriculum map:
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Rationale:
In their text, Understanding by Design, Grant Wiggins and Jay McTighe suggest that,
“Learning is an unending quest for understandings, not the search for ‘final facts’ handed down
by the ‘authorities’” (143). When pairing our texts together for this unit, we want our students to
be challenged to develop and grow as readers, students, and as humans, on their quest for
understanding. In both The Color Purple and Purple Hibiscus, the authors explore the theme of
freedom and the journey one takes to achieve liberation. Both novels complicate this idea of
freedom by having antagonistic characters that make the path to freedom seem unachievable.
Characters have to fight against society’s expectations to advocate for voice and right to
freedom. The vivid accounts of abuse, violence, setting of the novels, and dialects offer a wealth
of material for students to engage with.
This unit will be taught in a twelfth grade English class because of the complex themes
and ideas present in both novels. We say “complex” because of the graphic content surrounding
physical and sexual abuse. The essential question that we are exploring with our students is
“what might it mean to be free?” We rationalize this question by urging students to think about
things that they do in their day to day life unconsciously that might hinder their freedom.
Additionally, we will explore this question of freedom in discussion with the idea of privilege.
High school students are often placed in the position through coursework, social interactions, and
current events. where they begin to question and explore the world around them. This unit aims
to support that exploration. How might money affect freedom? Gender? These are some of the
questions that students will be exploring through the lenses of these two brilliant novels.
As aforementioned, the overarching essential question that this unit zooms in on is “what
might it mean to be free?” This is an important question to pose to our students so that they can
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gain insight into what they do each day without being consciously aware. How do their actions
impact their freedom and others’ freedom? It is important for us to note that although students
will be thinking about how this impacts their life, they will never be openly sharing their values
with the class unless they choose to do so. Our main goals are for them to inquire about the idea
of freedom and voice in relation to each novel. This question also serves as an overarching
question to the following explorations:
● How might patriarchy and society's expectations of gender influence who we
are?
● How might privilege influence one's ability to be free in their choices?
● How does one balance religious influence with their freedom?
● What does it mean to find your own voice?
● How do our relationships influence our choices and actions?
● How do symbols add to a story?
● Why is it important to make connections while reading novels?
● How does voice influence freedom? In what ways have character freedoms been
challenged?
Although these questions might not directly connect with the idea of “freedoms,” they all affect
the journey toward achieving freedom for these characters. Students will be able to think about
the different ways that gender can affect the choices that a person makes. How does this impact
their freedom? Each week of the unit strives to challenge students as they inquire about how the
different norms of society can affect freedom for the characters within The Color Purple and
Purple Hibiscus.
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This unit should be added to the curriculum because it incorporates a variety of activities,
lessons, and assessments that work toward the Nebraska ELA standards. The texts that we have
chosen to include are timely and work to incorporate new technologies that the school has to
offer. Students will be closely analyzing and reading texts so that they may enhance their
journals and double entry journals on their Google devices. By adapting our teaching practices to
include these devices, we are accomodating student needs and demands for a more “connected”
and technological classroom.
The texts included in this unit have a firm place in modern day society. There has never
been a better time to explore these ideas of freedom and voice than in our current 2018 political
climate. In many ways the current Administration has been working against freedom of
marginalized groups of people. People of different races and cultures are having to fight for basic
rights, and women, as well as men from different backgrounds, are fighting to advocate for
themselves. The women in the novels act as leaders in a time of adversity and are working as a
group, as well as individually to make their voices heard and be free of their oppressors. The
men in both of the novels are struggling with balancing the patriarchal roles ascribed to their
gender with dreams for a better future.
Women are the main characters of these two novels, but men also play a vital role. Our
lessons are keenly designed to provide an opportunity for each student to feel welcomed and
represented in the discussions and activities. There are instances within these novels where men
challenge each other to be more abusive toward the women in their lives, and realizing their
actions, they alter their future behaviors to fight back against the ideals of the time period. Men
are cruel in these novels, but there are also men that show compassion and challenge the idea of
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gender roles and stereotypes. These lessons break down the idea and concepts of a gender role
and what it means to conform to a certain role. Students will be identify instances of gender roles
and stereotypes within both novels to understand how the way in which our gender might
hinder aspects of freedom.
It is incredibly important for our students to have access to texts that are relevant to them
and that will interest them. Literature is a very powerful tool that we can utilize to reach our
students, and we are doing a disservice to our students if we choose not to include texts that are
relatable to their lives. We believe that these novels are relevant to twelfth grade students
because they provide an opportunity for expanding their world view through different dialects,
settings, historical context, as well as perspective. All of these aspects help provide windows,
mirrors, and doors for the students as they read. According to Rudine Sims Bishop’s article
“Mirrors, Windows, and Sliding Glass Doors”:
Books are sometimes windows, offering views of worlds that may be real or imagined,
familiar or strange. These windows are also sliding glass doors, and readers have only to
walk through in imagination to become part of whatever world has been created or
recreated by the author. When lighting conditions are just right, however, a window can
also be a mirror. Literature transforms human experience and reflects it back to us, and in
that reflection we can see our own lives and experiences as part of the larger human
experience. Reading, then, becomes a means of self-affirmation, and readers often seek
their mirrors in books (Bishop, 1990).
Readers of all ages, skill levels, and backgrounds should be able to view the world through their
reading, see themselves and their community reflected in their reading, and find a way, whether
through imagination or action, to participate in the world created through their reading. With
students becoming more diverse, educational professionals must find ways to adapt and invent
new curriculum that helps students feel their cultures and communities are celebrated instead of
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ignored. In her book, Critical Encounters in Secondary English: Teaching Literary Theory to
Adolescents, Deborah Appleman states:
As school populations become more diverse, the task of helping students see themselves
in literature they read becomes more challenging for teachers. As more immigrants and
refugees enter our classrooms, we must consider a broader range of literary texts in order
that they may see themselves and their circumstances in the works they read (86).
Multicultural Literacy honors the different perspectives and cultures of students and allows the
opportunity for students to expand their knowledge of those who may be unlike them. Providing
literature from other cultures empowers students to continue supporting the promotion of
underrepresented cultures and voices outside of the classroom. Our pairing of The Color Purple
and Purple Hibiscus allows students the opportunity to walk through doors, look out windows,
and reflect in mirrors to see themselves as well as their community.
Why did we choose to pair two texts? In his work, Cultural Literacy: What Every
American Needs to Know”, E.D. Hirsch states, “Literate culture is the most democratic culture in
our land: it excludes nobody; it cuts across generations, and social groups, and classes” (21). In
class, we have discussed the importance of pairing a canonical text with young adult literature.
Paring puts both texts in conversation with one another and ensures, as Hirsch suggests, no story
is excluded. Students can draw connections between time periods and settings. Many districts
require teachers to teach classic literature, but we believe that students are more intrigued by
classic texts if they have a modern text to read alongside it. Ultimately, sharing these novels
paired together for our students is important because looking at a single story can tokenize a
group of people. By reading a similar story, students are exposed to multiple perspectives of a
culture between texts. Although the story of abuse and sexism is similar in each of these novels,
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they also share differences. By reading stories with similar themes, students will understand the
value of viewing the world holistically rather than viewing through the lens of a single story. If
similar stories are being retold in multiple ways, there is a reason we need to keep hearing that
story. The perspectives and the voices may be different, but the messages remain the same:
“I am an expression of the divine, just like a peach is, just like a fish is. I have a right to
be this way...I can't apologize for that, nor can I change it, nor do I want to... We will
never have to be other than who we are in order to be successful...We realize that we are
as ourselves unlimited and our experiences valid. It is for the rest of the world to
recognize this, if they choose” (Alice Walker, 1992).
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Parent Reading Guide:
Dear Parents,
This quarter in our English 12 class, we will be reading the classic novel The Color
Purple by Alice Walker paired with a young adult novel called Purple Hibiscus by Chimamanda
Ngozi Adichie. Many of you might have already read The Color Purple and may have some
concerns regarding the complex themes of sexual abuse, sexism, and religion within this novel.
We are confident in our curriculum map and believe that both of these novels share similar
themes to heighten class discussion in relation to the question “what might it mean to be free?”
By reading these two popular novels, we believe that students will understand the importance of
perspective and grapple with how one journeys toward freedom. We also believe that these
novels are very timely with the current state of our political climate.
We decided to pair these two texts due to extensive research in our teaching program. By
pairing a canonical text with a young adult novel, students are better able to stay engaged and
motivated because the texts are relatable and relevant. We understand why many classrooms
teach a classic novel unaccompanied, but we feel it is important to adapt to meet student needs as
well as regulations set by the district, and offer more connections for students by pairing these
texts together.
Here is a rationale for our unit:
Grade level and audience:
In both The Color Purple and Purple Hibiscus, the authors explore a theme of freedom
and the journey one takes to achieve that freedom. Both novels complicate this idea of freedom
by having antagonistic characters that make their path to freedom seem unachievable. The vivid
accounts of abuse, violence, setting, and dialects, offer a wealth of material for students to
engage with.
This unit will be taught in a twelfth grade English class because of the complex themes
and ideas present in both novels. We say “complex” because of the graphic content surrounding
physical and sexual abuse. The essential question that we are exploring with our students is
“what might it mean to be free?” We rationalize this question by urging students to think about
things that they do in their day to day life unconsciously that hinders their freedom. We also are
going to put this question of freedom in discussion with the idea of privilege. High school
students are often placed in the position through coursework, social interactions, and current
events, where they begin to question and explore the world around them. This unit aims to
support that exploration. How does money affect freedom? How does gender? These are some of
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the questions that students will be exploring through the lenses of these two brilliant novels.
Plot summaries:
The Color Purple summary: “An epic tale spanning forty years in the life of Celie, an
African-American woman living in the South who survives incredible abuse and bigotry. After
Celie's abusive father marries her off to the equally debasing "Mister" Albert Johnson, things go
from bad to worse, leaving Celie to find companionship anywhere she can. She perseveres,
holding on to her dream of one day being reunited with her sister in Africa.” -Google summary
Purple Hibiscus summary: “Fifteen-year-old Kambili and her older brother Jaja lead a privileged
life in Enugu, Nigeria. They live in beautiful house, with a caring family, and attend an exclusive
missionary school. They're completely shielded from the troubles of the world. Yet, as Kambili
reveals in her tender-voiced account, things are less perfect than they appear. Although her Papa
is generous and well respected, he is fanatically religious and tyrannical at home-a home that is
silent and suffocating. As the country begins to fall apart under a military coup, Kambili and Jaja
are sent to their aunt, a university professor outside the city, where they discover a life beyond
the confines of their father's authority. Books cram the shelves, curry and nutmeg permeate the
air, and their cousins' laughter rings throughout the house. When they return home, tensions
within the family escalate, and Kambili must find the strength to keep her loved ones together.
Purple Hibiscus is an exquisite novel about the emotional turmoil of adolescence, the powerful
bonds of family, and the bright promise of freedom” -Pulled from the back of the novel
Objectives:
Students will analyze deep themes of abuse, freedom, religion, and power, through close
discussion and writing when reading these novels. When reading, students will begin to
formulate their own definition of “freedom” as well as analyze the symbol of “purple” within
both texts. Students will also engage with direct and indirect characterization as well as how
implications of privilege affect characters. Students will be asked to place these two texts in
conversation by analyzing connections between the two novels and deepening their views of
freedom. Finally, students will showcase their knowledge of both texts by completing a final
portfolio where they must come up with two connecting points between characters in the texts.
Students will then be expected to include textual evidence that supports these connections. These
are meant to be creative and provide students with an opportunity to establish autonomy in their
learning experience. They may choose to write letters to characters, make a journal of a
character, make a comic strip about the themes, etc. They will also write artist statements for
each piece in their portfolio by utilizing rhetoric and argumentative skills.
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We hope this letter has offered you an insight into our thinking about these two novels.
We also wanted you to see our reasoning behind why we chose to pair these two texts. Should
you have any additional questions, comments, or concerns feel free to contact us!
Miss Masin & Mr. Ziemba
Additional parent hand out:
As mentioned in our letter to you, both books have themes of violence and abuse. We feel that
the following passages are the most controversial. Feel free to read them and discuss them with
your student. We will also be making it clear that if students are struggling to digest a certain
passage, that they stop reading and talk with a trusted adult before continuing.
Here are moments that we feel are the most controversial. You may choose to read these with
your student prior to class.
The Color Purple:

Celie being raped: pg. 1
Celie being raped by Mister: pg. 65
Mister’s dad pays a visit: pg. 54
Shug not letting Mister beat Celie: pg. 83
“Hell no!”: pg. 86
Intimate moment between Shug and Celie: pg. 111
Purple Hibiscus:
Mama’s miscarriage: pg. 33
Patriarchy: pg. 75
Papa-Nnukwu’s death: pg. 184
Papa scalding Kambili’s feet: pg. 193
Papa beating Kambili: pg. 209
Versions of the novels used:
Walker, Alice. The Color Purple. Harcourt Brace Jovanovich, 1992.
Adichie, Chimamanda Ngozi. Purple Hibiscus a Novel. Algonquin Books of Chapel Hill, 2012.
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Essential Questions, Goals, and Assessments & Assessment Criteria
Essential Questions:
The overarching Essential Question for connecting The Color Purple and Purple
Hibiscus together is: What does it mean to be free? After reading and discussing both texts, we
felt that this question provided the opportunity for students of all backgrounds to connect with
these texts, to identify with the characters, and to empathize with a situation that may seem far
removed from their own. When thinking of this idea of freedom, and how it may or may not be
achieved through the action of these novels, we wanted to focus on some of the main factors that
influence the opportunity for freedom. Looking at the schedule, and the sections of reading
assigned each week, we then decided to formulate some essential questions for each week of
lessons leading up to the assessments:
Weekly Essential Questions:

Week 1: How might patriarchy and society's expectations of gender influence who we are?
Week 2: How might privilege influence one's ability to be free in their choices?
Week 3: How does one balance religious influences with their freedom?
Week 4: What does it mean to find your own voice?
Week 5: How do our relationships influence our choices and actions?
Week 6: How do symbols add to a story?
Week 7: Why is it important to make connections while reading novels?
Week 8: How does voice influence freedom? In what ways have character freedoms been
Challenged?
Both of these texts have strong religious influences, male characters who struggle with
the patriarchal influences of gender and the women who bear the brunt of that struggle while
trying to find their ability to speak up for themselves. The Color Purple takes place over nearly
50 years, starting in the 1900’s. The roles of men and women were changing rapidly over that
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time, and we see Celie, Sofia, Nettie, and Shug, all push back against the roles set upon them as
black women in society. Purple Hibiscus takes place in Nigeria during the 1990’s and women, as
well as men, seem to be struggling over the same issues related to gender while balancing a
changing political climate.
As we started reading Purple Hibiscus, we were struck by the stark contrast in privilege
from The Color Purple. Very few characters in The Color Purple had much money or resources
to make a better life for themselves, but when the opportunities arise, Celie uses her new chance
to make a difference. Kambili in Purple Hibiscus comes from a wealthy family. Her father owns
a local newspaper and has lots of power in their town. Kambili and her brother JaJa attend
private school, to which they are driven by a private chauffeur each day. Although Kambili is
privileged and provided with lots of opportunities, she is arguably less free than those who aren’t
as privileged because her father controls every move she makes. Kambili cannot make any
choices for herself and she has to be careful not to make mistakes, or she will be punished. Celie
is treated similarly by Mister, but after discovering her own voice, she is able to make a change
in her life and leave him behind. Both characters are struggling to break free from the influences
and stereotypes surrounding privilege by exercising their own voice to stand up for themselves.
Religion is a large motivating factor for how and why the characters in these novels make
the choices that they do. Celie exclusively writes her letters to God until she begins to question
her faith and make her own choices about where to place her trust. Kambili struggles with the
rules of her Catholic faith which her father violently enforces through physical abuse.
Throughout Purple Hibiscus, the questions of faith are prevalent and explored by each character
in one way or another. Kambili forms a friendship with Father Amadi. Although he is a member
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of the clergy and steadfast in his faith, he seems to be the one who challenges Kambili to
question her faith the most. Celie seeks to find her own image of God and collects thoughts and
ideas from those she is closest with about what He might look like.
Exploring both of these novels will allow students the opportunity to do some close
reading and analyzing the structure and literary devices used by each author. How might literary
devices enhance or hinder the messages and meanings the author intended? Alice Walker
chooses to write her novel in the epistolary form which sends an underlying message to the
reader as they explore the story. Because Walker sets her text up in an unusual way that students
may not be familiar with, it is important to determine the purpose as well as the techniques used.
Adichie also alters the traditional form in Purple Hibiscus by straying from the linear timeline
and using flashbacks in her organization of the text. By disorienting the reader, the authors are
leveling the playing field between the world of the characters and the world of the reader.
Goals:
Through reading, analyzing, and connecting both of these novels together, students will
be able to understand the different ways in which we struggle with and strive to be free. As
students begin to read The Color Purple over the first three weeks of the unit, they will be
challenged to complete a double-entry journal that displays their thought process as readers. This
double-entry journal will help them explore our initial themes of gender, privilege and faith as it
occurs for the characters, and for themselves. Closing our third and final week with The Color
Purple, students will craft a letter to a character that demonstrates their understanding of the text,
and shows how they might find connections, or offer advice to that character based on what they
have read.
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As we transition into reading Purple Hibiscus, we will continue to focus on the themes of
gender, privilege, and faith, as well as look more closely at the literary elements and devices
used by the authors. Students will analyze and determine the importance of symbols, multiple
perspectives, and structure in storytelling. Through completing the final summative assessment,
students will be able to compile a multi-genre reflection of their understanding and connections
to both novels. This assessment allows students autonomy in their choices as writers, and
provides an opportunity to exercise their collaboration, revision and presentation skills.
Assessments and Assessment Criteria:
Formative Assessments 1 and 2
Weeks 1 & 2 : Double entry journals

Our first two formative assessments will require students to complete double-entry
journals for each section of reading that week. Students are expected to write a minimum of 500
words for each section of about 30 pages of reading. Double-entry form suggests that students
write either a quote or an interesting incident from the text on one side, with an exploration of
that on the second side through questioning and/or making connections. Students will turn in
their journals on the Mondays following the last full reading day of the week. This provides an
opportunity for the teacher to assess comprehension, understanding of themes and literary
devices. This assessment allows students to illustrate their thinking and gives the teacher insight
into ideas and content that may need to be focused on more thoroughly to increase
comprehension and understanding. Double-entry journals are valuable tools that students will be
able to draw from in class discussions, as well as when completing their assessments.
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Double-Entry Journal Rubric

Category 4 3 2 1
Content Shows an Shows a good Shows a Does not

understanding of understanding limited seem to
the reading. of the reading. understanding understand
of parts of the the reading
reading. very well.
Required The journal The journal Demonstrates Does not

Elements showcases a shows a an attempt at complete the
clear growing the from but journal in the
understanding of understanding does not required
the double-entry of the form and follow format.
form and falls just short completely.
reaches or of the word Does not meet
exceeds the 500 requirement. the word
word requirement.
requirement.
Exploration The student The student Thinking is Little thinking

showcases high showcases made apparent is made
level thinking critical thinking but is not visible.
and explores and goes beyond the
beyond surface beyond surface surface level.
level. level in a few
instances.
Standards Met: LA 12.1.1, LA 12.2.1.a, LA 12.2.1.c, LA 12.2.2.b, LA 12.3.2.c, LA 12.4.1.a

(See end of Assessments section for description of standards).
Week 3: Letters to Celie and Nettie
To conclude our journey with The Color Purple, students will engage in letter writing
inspired by the letters written in the text. As a result of physical, emotional, and sexual abuse
Celie lacks confidence and assertiveness. Being separated from her sister for so long, and living
in Africa, Nettie longs for connection and belonging. For this assessment, students will write to
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Celie or Nettie, using the same format letter that is in the book, and offer her advice and
encouragement to help her discover her strength. Students will write as they would to a family
member in a similar situation—the goal is to sound genuine, not like an advice columnist. Letters
should:
1. Be addressed to Celie or Nettie
2. Discuss why that character/person writing the letter feels the way they do
3. Offer some sort of advice or acknowledge what she has done to become free
4. Use information from the novel to strengthen arguments/views
5. Be no less than 500 words
6. Be signed from the character that is writing the letter
Students may use their double-entry journals and notes as tools while writing. These letters will
be do the following Monday and students will exchange their letters with the opposite character
and discuss the content within their letters. This activity will further showcase students’
understanding of characters within the text and encourages higher level thinking and connection.
4. Distinguished 3. Proficient 2. Apprentice 1. Novice
Writing-Ideas: All details were Writing had Writing had three Writing had few
unique, many interesting or more details details.
Interesting, interesting, and details which that supported the
informative related to and supported the main idea.
details supported the main idea.
main idea. Writing included
Writing included some information
information from from the text, but
the text that was not
complete.
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supports their
findings.
Writing-Voice: Used personal Used emotion Conveyed very Conveyed no

style and feeling and feeling to little feeling or feeling or
Gives reader a to engage the communicate a emotion in the emotion in the
sense of author's reader and message. Opinion piece. Opinion piece. No opinion
opinions communicate a was clear. was hard to was apparent.
message. determine or
Opinion(s) were writer seemed
clear. contradictory.
Writing-Conven No spelling, Fewer than 5 More than 5 More than 10

tions: grammar, spelling and spelling and spelling and
capitalization or grammar errors. grammar errors. grammar errors.
Correct spelling, punctuation Fewer than 5 More than 5 More than 10
grammar, errors. Sentences capitalization and capitalization and capitalization and
punctuation, are all punctuation punctuation punctuation
usage well-formed. errors. One or errors. Less than errors. Many
two flawed 5 sentences show sentences show
sentences. flawed structure. flawed structure.
Writing-Sentenc Most sentences Many sentences A few sentences Sentences were

e Fluency: varied in length varied in length varied in length. short and did not
and structure. and structure. Most sentences flow well.
Length, variety Writing had a Some sentences did not flow Sentence
and flow of natural flow that did not flow smoothly. structure did not
writing made it easy to smoothly. change.
read.
Standards Met: LA 12.1.1, LA 12.2.1.a, LA 12.2.1.b, LA 12.2.1.d, LA 12.2.1.h, LA 12.2.2.a,
LA 12.2.2.b, LA 12.3.2.c, LA 12.4.1.a

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Week 4: Two Roses and a Thorn
Students will determine and write their responses for the Two Roses and a Thorn
Formative Assessment based on their knowledge after the first week of reading Purple Hibiscus.
This will be collected by the end of class on Friday. Students should find two instances within
the text were Kambili is presented with an opportunity to use her voice and either does, or
chooses not to. These moments represent the two roses. For the thorn, students will find one
place in the text where Kambili’s voice was challenged or undervalued. Each of these pieces of
evidence should be supported with quotes from the text, as well as why the student feels that the
specific moment illustrates that idea. This should be no less than three paragraphs in length and
will be turned in by the end of class.
How the assessment will be graded:
________ Student displays two places where Kambili has opportunity to use her voice
________ Student displays one place where her voice was not valued or challenged
This assessment fulfills our objective for students to be able to understand the importance of
voice and character perspective. By finding these specific instances of voice within the novel,
students are not only demonstrating their comprehension of the text, but their familiarity with
plot and characters.
Standards Met: LA 12.1.6.a, LA 12.1.6.k, LA 12.2.1.a, LA 12.2.1.d, LA 12.2.2.a

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Week 6: Drawing and Doodle
For this Formative Assessment, students will create a cartoon or a comic strip that
displays their interpretation of what the purple hibiscus could stand for in this novel. This is
meant to get creativity flowing and allow students to have autonomy in their assessments for the
course. As a component of this assessment, students will also create a 300 word Artist Statement
that utilizes textual evidence to support their interpretation of this symbol. Students will utilize
class time to work on this assessment and turn them in by the beginning of the next class period.
By providing a creative assessment option, students are less likely to feel the stress that is
often times common surrounding testing. This assessment is meant to reflect their understanding
of the text, as well as provide an opportunity to showcase individuality in connections to the text.
________ Student displays a connection to the text through either a cartoon or a comic strip
________ Student includes a 300 word artist statement with textual evidence to support their
work
Standards Met: LA 12.1.6.a, LA 12.1.6.k, LA 12.2.1.a, LA 12.2.1.d, LA 12.2.2.a, LA
12.4.1.a:
Week 6: Purple Hibiscus Character Letters
This Formative Assessment for Purple Hibiscus should look familiar for students based
on their work with The Color Purple. Students will be asked to write a letter to a character from
the book. These letters should be no less than five hundred words and utilize proper writing
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conventions. As a result of physical, and emotional abuse Kambili, Jaja and their mother lack
confidence and a sense of identity. Kambili’s father is trapped in his religious views and the
society’s patriarchal expectations of gender that he can’t seem to break free from. For this
assignment students will write to a character from the novel, using the same format letter that we
established for The Color Purple, and offer them advice and encouragement to help on their
journey to freedom. This advice must be set in a framework of some sort of friendship or close
family member. This letter may used as a part of the Summative Assessment Portfolio and
students should be encouraged to select a character that stood out to them as they read. They
don’t need to focus on a main character for this particular letter.
Students should write as they would to any friend in a similar situation- sound genuine,
not like an advice columnist. Letters should:
● Be addressed to a character from Purple Hibiscus who is struggling with their own idea
of freedom.
● Discuss why that character/person writing the letter feels the way they do.
● Offer some sort of advice or acknowledge what this character has done to become free or
how this character may have hindered another’s ability to achieve freedom.
● Use information from the novel to strengthen arguments/views.
● Be no less than 500 words.
● Be signed from the character that is writing the letter.
Students may use their notes as tools while writing. These letters will be due the following
Monday and students will exchange their letters with an opposing character and discuss the
23
content within their letters. This activity will further showcase students’ understanding of
characters within the text and encourages higher level thinking and connection.
Here is the rubric that the teacher will be using to grade the formative assessment:
supports their complete.
findings.


24


read.

LA 12.2.2.b, LA 12.3.2.c, LA 12.4.1.a
Summative Assessment
The Summative Assessment for this unit, connecting The Color Purple and Purple
Hibiscus, consists of an exploration of both texts through the composition of a multi-genre
portfolio. Through completing this assessment, students will be able to understand how to put
together a portfolio, make connections between two texts, and ultimately, present their project to
the class. When considering this summative assessment, it is important to reconsider our
essential question for the unit: What does it mean to be free? As students create their portfolio,
they will be bringing together thoughts, responses and artifacts for this question that have been
compiled throughout the eight weeks of exploration in both their double-entry journals, and their
participation in class discussions. Students should focus on connecting two of the characters
between the texts and placing them in conversation with one another. Two of our formative
assessments have offered opportunities for students to practice this skill, prior to completing this
assessment. Our letters to characters would be a great jumping off point for students to establish
25
that connection between texts. Within these connections, students will strive to showcase a
character’s journey to freedom.
This assessment requires students to complete both a written and performative
component. For the portfolio itself, students should focus on what a character’s journey to
freedom looks like. For instance, if we were looking at Celie for this project, students may want
to put her character in conversation with Kambili’s mother from Purple Hibiscus because of their
struggles breaking free from abusive and controlling relationships. Additionally, for a portfolio
surrounding Celie’s character, students will provide at least 3 artifacts supporting her journey to
freedom. This could be manifested in many different ways. Because Celie finds new purpose in
creating and sewing pants, students could create advertisements for her business and accompany
those with a 300 word artist statement justifying why this advertisement shows Celie’s journey
and final success with freedom. For the presentations of the portfolio, students are expected to
present two of their artifacts along with the artist statements for each. This performative
component is valuable because students will have the opportunity to showcase their speaking
abilities, presentation skills, and articulate their understanding of both texts.
Throughout the eight weeks of working on this unit, students will have developed the
tools and skills necessary to approach this summative assessment with confidence and
knowledge. Students will have participated in class discussions challenging their thinking around
gender, privilege, religion, and voice and how those ideas affect the pursuit of freedom.

LA 12.2.2.b, LA 12.3.1.a, LA 12.3.2.a, LA 12.3.2.c, LA 12.4.1.a
26
27
Description of Standards:
LA 12.1.1: Students will demonstrate knowledge of the concepts of print.
LA 12.1.6.a: Evaluate the meaning, reliability, and validity of text considering author’s purpose,
perspective, rhetorical style, and contextual influences.
LA 12.1.6.k: Select text for a particular purpose (e.g., answer a question, solve problems, enjoy,
form an opinion, understand a specific viewpoint, predict outcomes, discover models for own
writing, accomplish a task), citing evidence to support analysis, reflection, or research.
LA 12.1.6.m: Self-monitor comprehension and independently apply appropriate strategies to

understand complex text.
LA 12.2.1.a: Use multiple writing strategies recursively to investigate and generate ideas,
organize information, guide writing, answer questions, and synthesize information.
LA 12.2.1.b: Generate a draft that interprets complex ideas, raises relevant questions,
solves problems, or evaluates ideas through synthesis, analysis, reflection, and use of effective
organizational patterns that are appropriate to the purpose and intended audience.
LA 12.2.1.d: Apply standard rules of grammar and paragraph formation, including parallel
structure and subordination.
LA 12.2.1.h: Proofread and edit writing recursively for format and conventions of
standard English (e.g., spelling, capitalization, grammar, punctuation, syntax, semantics)
LA 12.2.2.a: Communicate information and ideas effectively in analytic, argumentative,

descriptive, informative, narrative, poetic, persuasive, and reflective modes
to multiple audiences using a variety of media and formats.
LA 12.2.2.b: Provide evidence from literary or informational text to support analysis,

reflection, and research.
LA 12.3.1.a: Communicate ideas and information in a clear and concise manner suited to the
purpose, setting, and audience (formal voice or informal voice), using appropriate word choice,
grammar, and sentence structure
28
LA 12.3.2.a: Select and utilize active and attentive listening skills (e.g., eye contact,
nonverbal cues, questioning, summarizing) for multiple situations and
modalities (e.g., small/large group, presentation, one-to-one, digital)
LA 12.3.2.c: Complete a task following complex multi-step directions.
LA 12.4.1.a: Locate, organize, analyze, evaluate, and synthesize information from print
and digital resources to create new understandings and defend conclusions.
29
WEEK 1
30
Monday- Week 1 Lesson 1: Introduction to The Color Purple and themes
Objectives:
● Students will grapple with what freedom means
● Students will begin to understand the context of the story
● Students will begin to question who the victims of oppression are
Materials needed:
● Notebooks
● The Color Purple
● Access to https://www.youtube.com/watch?v=UiKZAzrWogo (Alice Walker biography)
● Copy of “Be Nobody’s Darling” by Alice Walker
Plan:
I. Freewrite (5 mins)
Students will begin by taking out a notebook and a writing utensil. They will spend five minutes
writing about the following prompt:
a). What might being free mean? Students will formulate their own definitions of what
they think it means to be free.
1. Is there a cost to being free?
2. Who decides who gets to be free?
II. A look at Alice Walker and theme (20 mins)

Alice Walker is known for her ability to take political stances in her writing. Students will split
into groups of two and read her poem “Be Nobody’s Darling.” After they are finished reading
the poem, they will discuss what they think it means with the following discussion prompts:
1. What is the author trying to say?
2. How did this poem make you feel when you were reading it?
3. Who was this poem written for?
4. What does this poem say about freedom and what it means to be free?
- Does this align with your definition of freedom from your freewrite?
After students are finished with their discussion, they will watch a short biography about Alice
Walker and how she came to be who she is. Here is the link:
https://www.youtube.com/watch?v=UiKZAzrWogo
As students watch the video, they should answer the following questions on a piece of paper:
1. Who is Alice Walker?
2. What movement was she passionate about?
31
3. What were most of her works about?

a. Who is she giving a voice to?
Now the teacher will discuss major themes in this novel:

1. Self Definition
2. Self Respect
3. Importance of female relationships.
4. Breakdown of gender roles
5. Racism, sexism and classism.
6. Universal need for spiritual substance.
7. Being Free
III. Introduction to setting and time period (13 mins)

The teacher will now discuss the setting and the time period that this novel took place. Here are
some of the major takeaways that will be discussed:
1. The story takes place between 1910 and 1940
2. There are two different settings:
a. Southern United States
b. Olinka Village in Africa
- Southern United states
a. Family lives on a farm
b. Little interaction with visitors, townspeople
c. No real mention of news or other events
- Olinka Village
a. No outside contact until invaded by England
b. They are after rubber
IV. Introduction to dialect within the story (10 mins)

The class will now read the first page of the text together. The teacher will preface that this story
has graphic content. The teacher will read the first page out loud to the class and then pose the
following questions:
1. What did you notice about the language?
2. How is it different?
3. What does it add, if anything?
4. Are there any questions about the dialect so far?
5. What is happening in this scene?
V. Exit Ticket (2 mins)

Why do you think the author chose to incorporate dialect in her novel? What’s its purpose?
32
Breathability: If the class is running behind, the teacher may opt to cut the exit ticket to include
in the following day. They may also Increase the time of discussion if the class is going quicker
than originally thought.
Rationale: This lesson is the initial step in getting students to deeply analyze what freedom
means. They will contextualize this by writing their own definition which they will continue to
evolve through the course of the unit lessons. They will also understand who the author is so they
can get an idea of how the story was written, as well as the goals that the author had when
writing the novel. Students will also look at setting and dialect so they may begin to understand
the time period and stylistic choices that the author made when writing the book.
33
Tuesday- Week 1 In Class Reading Day: Pages 1-32
Objectives:
● Students will be introduced to the themes and difficult content in the beginning of the
novel to provide a framework to help process as they read.
● Students will be introduced to the double-entry journal technique and assignment.
Materials needed:
● Notebooks
Plan:
I. Introduction to Freedom (10 minutes)
A. Students will free write around the following prompt:
1. Thinking about your school life, expectations with family, and
responsibilities in the community, how might you struggle to find
freedom?
B. After the free write, students should keep their definitions and thoughts
surrounding freedom open as they watch this clip from Mean Girls:
1. https://www.youtube.com/watch?v=RRteokw7m80
2. After watching the clip, students will go back to their initial responses to
the idea of freedom and consider the following prompt:
a) How might the choices we make in friendships and interests affect
the amount of freedom we have?
b) How might our social and economic status influence our ability to
free?
C. We will come back together as a class to discuss what we are noticing about the
idea of freedom. (5 minutes).
II. Double-Entry Journal Introduction: (5 minutes)
A. Students should focus on different aspects of the novel for each journal. This will
help them when they go to complete the summative assessment project where
they will bring characters from both novels together in conversation.
B. For each journal section, there will be a group of students assigned as experts for
that section. On the following class day, they will report on their findings and
reactions to the section of reading.
C. The teacher will model an example of a double-entry journal focusing gender and
power in society.
III. Reading Time (30 minutes)
34
Homework: Continue reading and come with your Double-Entry Journal started for tomorrow!
Breathability: If we need to make more time for discussion and instruction, reading time can be
shortened. Because we are starting the text this day, there should be plenty to occupy the 50
minute time frame.
Rationale: Further solidifying the idea of freedom in the minds of the students will be important
for their comprehension of both novels. Establishing a connection between their own worlds and
the worlds of the characters will help them be successful in completing the summative
assessment and finding ways in which they might connect both novels together.
35
Wednesday- Week 1 In Class Reading Day: Pages 33-64
Objectives:
● Students will continue reading the novel and taking notes in their double entry journals.
● When students fill out their double entry journals for this section, they should focus on
characters and gender in connection with the theme of freedom.
● Students will discuss findings from their double entry journals thus far.
Materials Needed:
● Notebooks
Lesson:
-As students read, they will begin to construct their own character map to help identify and
establish connections between characters within the novel.
36
Thursday- Week 1 Lesson 2: Exploration of Societal Expectations of Gender

Note: Students should have read up to page 64 prior to starting this lesson
Objectives:
● Students will discuss the effects of gender norms in society in relation to The Color
Purple.
● Looking at different sources, students will be able to see how the different expectations
of gender have shifted and develop an understanding of gender in our world today.
● By comparing and contrasting gender roles from 1808 and from The Color Purple
1900-1949, students will see how the idea of freedom is closely tied to gender and gender
relations.
Materials needed:
● Notebooks
● Article “Advice to the Newly Married Lady” by Samuel K. Jennings,
https://www.commonlit.org/texts/advice-to-the-newly-married-lady
Plan:
I. Students will start with a free-write for the following prompt (5 minutes):
A. How would you describe the relationship between Mister and his father? What
about the relationship between Harpo and Mister? How do the women in the story
factor into these relationships in what you have read so far?
II. After completing the free-write individually, students will take time to discuss their
responses with classmates at their tables.
A. These discussions should be informed and supported by the reading so far.
Students are encouraged to support their discussions with evidence from the
reading. (10 minutes).
III. Following the small-group discussions, we will discuss as a whole class. Some
questions to guide further discussion include (10 minutes):
A. How do we know our gender roles?
B. How might society have an effect on our specific roles?
C. What do the characters in The Color Purple tell us about cycles of oppression?
D. Are certain genders more free than others? Why or Why not?
IV. As a class, we will now read through the article “Advice to the Newly Married
Lady” by Samuel K. Jennings. (10 minutes).
A. Here are some important points to highlight in the article in connection to The
Color Purple:
37
1. “His engagements as a man, will necessarily keep up his attention. He will

have frequent occasion to mix with agreeable and interesting company.”
a) What does this say about the engagements the woman may have?
If any?
2. “But your house is your only refuge, your husband your only companion.
Should he abandon you, solitude, anxiety and tears, must be your unhappy
lot. You cannot fly for amusement to the race ground, to the chase, to the
card table, or to the tavern. You cannot look out for a gallant, to whom
you may impart your slighted love. You must either languish in bitterness,
or learn to compose your feelings, by stoical indifference.”
a) Which character in The Color Purple does this remind you of in
your reading so far?
b) Is it just women in the novel who may feel trapped within their
marriages? Why or why not?
3. “Nature has made man the stronger, the consent of mankind has given him
superiority over his wife, his inclination is, to claim his natural and
acquired rights…”
a) Is this true for all characters in The Color Purple? What about for
women and men in our society today? Support your answers!
V. After reading the article, students will take some time to write responses in their
notebook to the following questions: (8 minutes).
A. How do the women in The Color Purple ascribe to or defy the gender roles
described in the article? What about the men? Defend your answer with evidence
from your reading!
B. In what ways have the rules described in the article stayed the same or changed in
our society today?
C. What does our gender say about the amount of freedom we may have in society?
VI. Pair and Share (5 minutes).

A. Ideally, students should find a classmate of the opposite identifying gender, and
share their responses to the above questions. How might the responses of the
opposite gender be the same or different?
Exit ticket: (2 minutes).

As students wrap up their thinking around gender, they will begin to make predictions for the
next section of reading. How might the gender roles within the text change or stay the same?
Homework: Continue to work on your double entry journals and catch up on your reading.
38
Breathability:
To make more time for discussion: whole group discussion can begin without students working
with partners or individually beforehand. If students finish early, they can work on catching up
on the reading and keeping up with their double-entry journals.
Rationale:
Through comparing and contrasting the article “Advice to the Newly Married Lady” by Samuel
K. Jennings and their reading of The Color Purple up to this point, students will begin to identify
and understand how gender roles affect the actions of characters within the story, and within our
society. By providing the opportunity for students to have discussions with their peers, students
are learning the important skills of listening and respectively responding to ideas that may clash
with their own. Students are also learning about gender and power connected to gender when it
poses a major question in our political climate. It is important to allow students the opportunity
to understand the roots of gender roles in order to better participate as informed citizens.
Because this lesson is early on within the novel, establishing the theme of gender inequality and
patriarchal society will help students better understand characters’ motivations and actions as
they continue in their reading of the text.
39
Friday- Week 1 In Class Reading Day: Pages 65-96

Objectives:
● Students should understand how gender impacts the relationships between characters
within the novel
● Students will discuss findings from their double entry journals thus far
Materials Needed:
● Notebooks
Assessment:
-Students will turn in their Double-Entry Journals for review.
Double-Entry Journal Rubric

Category 4 3 2 1

reading. very well.

word requirement.
requirement.

instances.
40
WEEK 2
41
Monday- Week 2 In Class Reading Day: 97-128

Objectives:
instances where characters were limited due to privilege and influence on our choices
Materials Needed:
● Notebooks
Lesson:
-Students will begin to work on understanding the implications of privilege and race within the
novel
42
Tuesday- Week 2 Lesson 1: Privilege in the novel and in conversation with our lives
Note: Students should have read up to page 128 prior to this lesson
Objectives:
● Students will grapple with what it means to be privileged
● Students will work together to see in what ways they have privilege
● Students will begin to understand in what ways the characters can and can’t act
Materials needed:
● Notebooks
Plan:
a). What might it mean to be privileged?
-How are the characters in the book privileged and unprivileged?
-Are there any characters that are more privileged than others?
-How might race affect privilege?
II. Teacher-breakdown of privilege (5 mins)

Now the teacher will confirm and disconfirm what privilege looks like. Here is a topic that the
teacher will touch on:
Privilege oppresses certain groups:
As explained by Wildman and Davis (1995), “Members of the privileged group gain
many benefits by their affiliation with the dominant side of the power system. Privileged
advantage in societal relationships benefits the holder of privilege, who may receive
deference, special knowledge, or a higher comfort level to guide societal interaction.
Privilege is not visible to its holder; it is merely there, a part of the world, a way of life,
simply the way things are. Others have a lack, an absence, a deficiency.”
III. Breaking down page 84-87, “Hell no!” (15 mins)

Students will read pages 84-87 as a class. The teacher will begin by reading the first couple
paragraphs and then doing popcorn reading. After the reading is finished, students will do a
quick write with the following prompt:
1. What is happening in this letter?
2. Who has privilege and who doesn’t in this section?
3. Why do you think that the characters are being treated this way?
4. Does love transcend privilege?
43
a. Context for question: This letter shows a lot of caring from multiple characters
despite it being dangerous.
Students will now discuss this section of the book in small groups of three to four students. They
will look at their answers of the writing prompt and share what they thought and back it up with
textual evidence.
IV. Privilege walk activity utilizing different roles(25 mins)

Students will now clear their desks and push desks to the side of the room so that the floor has
plenty of room for them to walk around during the activity. There should be a clear central line
dividing the room in half. Students will participate in the activity by stepping forward or
backward with the prompts. Students will randomly be given roles that they will take on during
the activity. They are NOT to do this activity as themselves. They should act as the role they are
given. They should infer how their “person” in the role would react to the prompts. Roles:
Doctor: You are a white doctor in U.S. America. You have never really had problems achieving
your goals because your family had money. You just built a house and are beginning to start a
family.
Custodian: You are a middle-aged, African American female living in the United States. You
have been working as a custodian for almost 25 years and you love the opportunities it provides
for you to connect with students. You have three children and six grandchildren whom you hope
to one day help through college.
Retail employee: You are a young woman working in a retail store. You have to work a lot of
hours to make up for the fact that you are trying to get a bachelor’s degree from a community
college. Your parents aren’t helping you very much and you rely on independence in your
actions and making sure you are safe.
Nurse: You are a thirty year-old male nurse who happens to be gay. He works long hours on the
weekend and doesn’t get to see his boyfriend very often because he is in the military. The two
are currently trying to get married, but they are having trouble finding someone to marry them.
They hope to one day adopt kids.
Stay-at-home Mom: You are a mom of four young children who stays at home to take care of
them. Your husband works in education, and you recently left your part time coding job to focus
more on your family.
44
Farmer: You are a young farmer in his mid-twenties, rural Nebraska who grows corn for feed
on his families plot of land. You have had this land for over three generations and you have lots
of pride in the work you do.
Students will now be given one of these roles and participate in the activity through the lens of
the role they were given. If they are unsure of how their role would react, they should use their
best judgement.
● If you are a white male take one step forward.
● If there have been times in your life when you skipped a meal because there was no food
in the house take one step backward.
● If you have visible or invisible disabilities take one step backward.
● If you attended (grade) school with people you felt were like yourself take one step
forward.
● If you grew up in an urban setting take one step backward.
● If your family had health insurance take one step forward.
● If your work holidays coincide with religious holidays that you celebrate take one step
forward.
● If you feel good about how your identified culture is portrayed by the media take one step
forward.
● If you have been the victim of physical violence based on your gender, ethnicity, age or
sexual orientation take one step backward.
● If you have ever felt passed over for an employment position based on your gender,
ethnicity, age or sexual orientation take one step backward.
● If you were born in the United States take one step forward.
● If English is your first language take one step forward.
● If you have been divorced or impacted by divorce take one step backward.
● If you came from a supportive family environment take one step forward.
● If you have completed high school take one step forward.
● If you are going to college take one step forward.
● If you are a citizen of the United States take one step forward
● If you have ever felt unsafe walking alone at night take one step backward
After the teacher reads the last prompt they will ask the students to take a moment of silence and
to look around the room. They will then arrange the desks and take out a piece of paper and
writing utensil. They will do a quick reflection about what they saw during the walk.
1. What did you notice during the activity?
2. How did you feel when you had to step backward, if you did?
3. How do you think other students felt?
Now the class will have a discussion about the activity as a class using the following questions:
45
1. What did you notice?

2. Why is it important to understand privilege?
3. How might being unaware of one’s own privilege harm those around them?
4. How do you think the characters in the novel would “step backward step forward?”
Homework: Continue to work on your double entry journals and catch up on your reading
Breathability: The focus of this day is to get students thinking about privilege in the modern
world. If the day is running short, the teacher may choose to have students shorten the length of
the activity. They may also choose to have a longer discussion the activity goes quicker.
Rationale: This activity is crucial for students to begin to understand privilege in the real world
and the implications that it has on characters in the novel. Students will begin to close read
certain aspects of the novel to increase the context of privilege in the novel. They will work on
skills to improve dialogue around complex themes such as privilege and who is impacted by it
within the novel.
46
Wednesday- Week 2 In Class Reading Day: 129-160

Objectives:
privilege and the influence it has on characters as well as begin to look for symbolism
Materials Needed:
● Notebooks
Lesson:
-Students will begin to identify symbols within the text
47
Thursday- Week 2 Lesson 2: What does the Color Purple Represent?

Looking at Symbols within the novel in connection to the privilege
Note: Students should have read up to page 160 in the novel by this lesson.
Objectives:
● Students will develop an understanding of the symbol of the color purple in the novel and
establish connections with the idea of privilege established in previous lessons.
● Students will develop a deeper understanding of the characters within the novel through
the development of character maps.
● Establishing definitions of privilege will help students further understand the motivations
and choices made by the characters in the quest for freedom.
● Learning more about the concept of privilege will help students better understand their
role in the classroom and in their community.
Materials needed:
● Notebooks
● Access to: https://www.youtube.com/watch?v=1DiWTwC6Ek8
● Poster paper, markers
Plan:
I. Opening: Students will analyze the song “The Color Purple” from the Broadway
production of The Color Purple: (5 minutes).
https://www.youtube.com/watch?v=1DiWTwC6Ek8
Lyrics:
CELIE and SHUG
Dear God
Dear Stars
Dear trees
Dear sky
Dear people
Dear everything
Dear God
CELIE
God is inside me and everyone else
That was or ever will be
48
SHUG
I came into this world with God
And when I finally looked inside
I found it
Just as close as my breath is to me
Rising
Like the sun
Is the hope that sets us free
CELIE
Your heartbeat
Make my heart beat
CELIE and SHUG

When we share love
SHUG
Like a plate of corn
Like a honeybee
Like a waterfall
All a part of me
Like the color purple

Where do it come from?
Now my eyes are open
Look what God has done
CELIE
It take a grain of love
To make a mighty tree
Even the smallest voice
Can make a harmony
Like a drop of water

In the river high
There are miracles
For you and I (For you, and you and I)
49
ALL
Like a plate of corn
Like a honeybee
Like a waterfall
All a part of me
Like the color purple

Where do it come from
Now my eyes are open
CELIE
Look what God has done
SHUG
I don't think us feel old at all
CELIE
I think this is the youngest us ever felt, yeah
CELIE AND SHUG

Amen
Take some time to reflect on the song through writing: (5 minutes).

-What does this song make you think of?
-How does this song make you feel?
- How might this song relate to what you have read so far?
-What does the color purple represent for Celie and Shug?
I. What does the color purple mean? After writing reflections on the song, in small
groups, students will generate a concept map around the word purple. (5 minutes).
A. What do you think of when you think of the word ‘purple’?
B. What are some of the symbols in our society represented by the color purple?
II. Connecting Purple with Privilege: After our concept maps have been created, we will
come back together as a class and share our ideas. (10 minutes).
-How did you generate these ideas?
-What influences your thoughts around the color purple?
-How might the color purple represent privilege?
50
.
III. Connect Characters and Privilege- Each group will be given a character to look at through
the lens and influence of privilege. Similar to the concept map, students should generate words,
traits, and attributes connected to their character. (20 mins).
There will be four groups:
1. Celie
2. Shug
3. Mister
4. Sofia
After each group has created their map, they should develop a paragraph of support connecting
their traits to the influence of privilege in their character’s life. After each group completes their
character map, we will share as class and discuss.
An example of this character map could look like:
Exit ticket: (5 minutes). Make some predictions for how you think privilege may affect your
character’s ability to ‘break free’ in the next sections of reading. How might privilege help or
hinder their efforts? Support your response with evidence from the text!
Breathability: If we need to consolidate some of the discussion to allow for more time for
students to work on the character maps, the individual reflection can be compacted in order to
get to whole group discussion a little faster. If students finish early with the character maps, they
should be encouraged to consider any additional characters they may find interesting, and have
the opportunity to read for the next assigned reading.
Rationale: The ability to identify and describe the importance of symbols within a novel is an
important skill for students to develop and exercise. By taking a closer look at why Alice Walker
decided to name her novel The Color Purple, as opposed to anything else, helps develop a greater
understanding of the message of faith and religion, as well as each of the character’s search for
51
freedom throughout the novel. Students will also begin to understand how privilege and the color
purple has impacted their lives and the community in which they live.
Homework: Continue to read and complete Double-Entry journals due Friday.

52
Friday- Week 2 In Class Reading Day: 161-192

Objectives:
privilege and the influence that it has on characters in this section
Materials Needed:
● Notebooks
Assessment:
-Students will turn in their Double-Entry Journals for review on Monday.
Double Entry Journal Rubric

Category 4 3 2 1

reading. very well.

word requirement.
requirement.

instances.
53
WEEK 3
54

Objectives:
● Students will continue reading the novel but filling in double entry journals is optional as
they will not be collected
● Students will be introduced and given the rubric for the letter formative assessment that
they will begin working on this Friday
Materials Needed:
● Notebooks
Plan:
-Students will turn in their double entry journals for the previous section.
Rubric for this week’s formative assessment:
findings.

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read.
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Tuesday- Week 3 Lesson 1: Religion and the search for Freedom

Note: Students should have read up to page 224 for this lesson.
Objectives:
● Students will question what God might ‘look like’ according to Celie and begin to
develop a better understanding of what does faith may look like in their lives.
● Through analyzing the letters by Celie to God, and Nettie, as well as the letters from
Nettie to Celie, students will consider the influence of faith and religion on the
character’s choices.
● Students will explore the effects of religion on our ability to feel varying levels of
freedom, as well as the purpose of religion in establishing identity.
Materials Needed:
● Notebooks and Double Entry Journals
● Access to: https://www.youtube.com/watch?v=-hKiOF7JM9A
Plan:
I. Think, Pair, Share: (15 minutes)
A. In your reading so far up to page 224, how has the theme of religion influenced
the character in your double entry journals? Take a moment to look through your
notes from reading and find either a quote that stood out to you or a question that
came up for you surrounding this idea of religion.
B. Once you have found something intriguing from your notes, write your initial
reactions connected to the character in your journal. How might religion play a
role in their life? How does religion and faith affect their choices? Does religion
hold them back or set them free? How so? Be sure to defend your answers with
support from the text.
C. Students should partner with a neighbor to discuss their responses. How are your
questions/responses similar or different? What might you have learned that wasn’t
clear as you read? Do you agree with your partner’s perspective? Why or why
not?
D. We will now come back as a class and share what came up in our discussions with
our partners.
1. What role does religion play in this story?
2. Does Celie keep her faith? Why or why not?
3. What do the letters Celie writes tell us about the search her search for
faith?
4. How might religion influence how we view ourselves? What about for
Nettie? For the Olinka?
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II. Watch Rudy Francisco’s ‘Your God’: (5 minutes)

A. Students will watch Rudy Francisco’s performance of the poem, ‘Your God’. As
students watch, they should take notes on the lyric sheet over the following
prompts:
1. What does the poet mean when he says, “I bet his high school served
racism in the cafeteria and offered “hate speech” as a second language.”
2. What does the poet mean by “Your God”? Why is it repeated several
times throughout the piece?
B. As students listen, they should also circle or highlight moments they found
particularly intriguing or where they may have had questions.
‘Your God’ Rudy Francisco

To the man standing on the corner holding the sign that said
“God hates faggots.”
I’ve never seen,
exactly
who it is that you paperclip your knees,
meld your hands together and pray to
But I think I know what he looks like:
I bet your God is about 5’10”.
I bet he weighs 185.
Probably stands the way a high school diploma does when it’s next to a GED.
I bet your god has a mullet.
I bet he wears flannel shirts with no sleeves,
a fanny pack
and says words like “getrdun.”
I bet your god—I bet your god—I bet your god watches FOX news,
Dog the Bounty Hunter, voted for John McCain, and loves Bill O’Reilly.
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I bet your god lives in Arizona.
I bet his high school served racism in the cafeteria
and offered “hate speech” as a second language.
I bet he has a swastika inside of his throat,
and racial slurs tattooed to his tongue
just to make intolerance more comfortable in his mouth.
I bet he has a burning cross as a middle finger and Jim Crow underneath his nails.
Your god is a confederate flags wet dream
conceived on a day when the sky decided to slice her own wrists,
I bet your god has a drinking problem.
I bet he sees the bottom of the shot glass more often than his own children.
I bet he pours whiskey on his dreams until they taste like good ideas,
Probably cusses like an electric guitar with Tourette’s plugged into an ocean.
I bet he yells like a schizophrenic nail gun,
damaging all things that care about him enough to get close.
I bet there are angels in Heaven with black eyes and broken halos
who claimed they fell down the stairs.
I bet your god would’ve made Eve without a mouth
and taught her how to spread her legs like a magazine
that she will never ever ever be pretty enough to be in.

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Sooner or later you will realize that you are praying to your own shadow,
that you are standing in front of mirrors and are worshipping your own reflection.
Your God stole my god’s identity and I bet he’s buying pieces of heaven on eBay.
So next time you bend your knees,
next time you bow your head
I want you to
tell your god—
that my god
is looking for him.
I. Freewrite: Connecting ‘Your God’ to The Color Purple (5 minutes).

A. What does this poem mean to you?
B. How does this poem make you feel?
C. How might your character from the novel interpret this poem?
D. How might this poem make Celie feel? Nettie?
II. Group-work: What does God looks like in The Color Purple? (25 minutes).
A. God’s appearance is a widely debated topic in The Color Purple. Is he white? Is
he black? Is God a man? Is God a woman? What do you think?
B. Students will develop an image of faith according to their reading so far. This can
be a person, a combination of images, a color, etc.
C. Images should be accompanied by a short artist statement that justifies their final
image with support from the text.
Breathability: To allow for more time for the reflecting on the poem and developing the image
of God according to The Color Purple, our initial conversations on faith and our double-entry
journal findings can be eliminated or shortened. If students finish early, they should begin
reading the next section of reading, or focus on catching up if they are behind.
Rationale: Through this lesson, students will identify the struggle of finding a religion and faith
that sets you free. Celie is constantly questioning the influence of religion on her life and hears
lots of different opinions from people important in her life. Alice Walker structured this novel in
an interesting way by having the narrative take place in epistolary form and it is important for
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students to read stories structured in different ways to understand how stories can look different
depending on whose voice it is being told through.
Homework: Students should continue to read

61

Objectives:
Materials Needed:
● Notebooks
Lesson:
-Reading day
62
Thursday- Week 3 In Class Reading Day: 257-288
Objectives:
they will not be collected.
● Students will brainstorm ideas for their formative assessment that they will begin on
Friday.
Materials Needed:
● Notebooks
Lesson:
-Reading day
-During the last ten minutes of the day students will be given the opportunity to brainstorm ideas
for their letters they will start tomorrow
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Friday- Week 3 Lesson 2: Closing Activity-Writing Letters

Note: Students should have read up to page 288 (finished the book) prior to this lesson
Objectives:
● Students will be introduced to the last formative assessment for this novel
● Students will work begin to defend their stance on what it means to be free in
conversation with these characters
● Students will get a feel of what the final summative assessment will be asking for
Materials needed:
● Notebooks and writing utensil
Plan:
Now that the class has finished the novel, students will do a five minute free write over the
following prompt:
1. Why does Celie suggest on the last page that this is the youngest any of the characters
have ever felt?
a. What themes have we discussed that might play into this?
b. In what ways have the characters changed?
II. Review of formative assessment (15 mins)

The teacher will now introduce the formative assessment for The Color Purple. Students will be
assigned to write letters as Nettie or Celie.These letters should be no less than five hundred
words and utilize proper writing conventions. The teacher will also go over the rubric. After
completing their letters, students will exchange and discuss with the students that were given the
opposite character.
Directions given to students: As a result of physical, emotional, and sexual abuse Celie lacks
confidence and assertiveness. Being separated from her sister for so long, and living in Africa,
Nettie longs for connection and belonging. For this assignment you will write to Celie or Nettie,
using the same format letter that is in the book, and offer her advice and encouragement to help
her discover her strength. Write as you would to a family member in a similar situation—you
want to sound genuine, not like an advice columnist. Letters should:
1. Be addressed to Celie or Nettie
2. Discuss why the character writing the letter feels the way they do
3. Offer some sort of advice or acknowledgement of the journey to freedom
4. Use information from the novel to strengthen arguments/views
5. Be no less than 500 words
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6. Be signed from the character that is writing the letter.
findings.


65


read.
III. Work time for letters (25 mins)

Students will now have time to work on the letters.
Homework: Letters to Celie or Nettie are due on Monday.
Breathability: If this lesson runs long, the teacher can cut down the work time for the letters.
Students would then need to work more outside of class. If the review of the assessment goes
faster than thought it would, the teacher can increase the amount of work time.
Rationale: This lesson is crucial for students to begin working toward their summative
assessment. This can letter can be carried into the summative assessment, and allows for students
to get an idea of the kind of work they will be expected to work on at the end of the unit.
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WEEK 4
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Monday- Week 4- Lesson 1: Introduction to Purple Hibiscus, the author and Exploration
of Themes
Objectives:
● Students will grapple with the importance of storytelling and its impact on our freedom as
humans.
● Students will begin to understand the context of the story, as well as the setting and
culture surrounding the lives of the characters.
Materials Needed:
● Purple Hibiscus
● Acess to https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
● Notebooks
● Information Packet
Plan:
I. TED Talk: We will begin with an introduction to our author, Chimamanda Ngozi
Adichie, by watching her Ted Talk, “The Danger of Single Story” (20 minutes).
A. As students watch this, they will be taking notes in their notebooks and should
address the following questions:
1. What is the importance of storytelling?
2. Why does the author advocate for hearing many different voices through
storytelling?
3. How might authors give us an opportunity to see ourselves through their
stories?
II. Free Write: After watching the TED Talk, students should take a few moments to collect
their thoughts surrounding the importance of storytelling in their lives. (5 minutes).
A. Have you experienced the danger of a single story? In what way?
B. What stood out to you as you watched the author speak about her experience with
stories?
III. Class Discussion: We will come back together as a class to discuss our responses and
reactions to the videos (10 minutes).
A. How does perspective affect the way we view stories?
B. What stereotypes might be perpetuated by only hearing one story?
C. Thinking back to our reading of The Color Purple, was this a good illustration of
the influence of voice on storytelling?
D. Can storytelling affect our freedom? Why or why not?
IV. What do we know, what do we want to know, what will we learn? KWL Chart:
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(10 minutes)
A. In groups, students will complete a KWL chart based on different aspects of the
novel.
1. Nigerian Culture/Government: What do we know about Nigeria? What do
we want to know and what might we learn while reading this novel?
2. Catholic religion: What do we know about the Catholic religion?
3. Gender roles in Nigeria
V. Sharing our Knowledge: (5 minutes).

A. Students will walk around the room and fill out their own KWL charts on
notebook paper for the subjects they did not cover in their group. By the end of
this poster walk, each student should have 3 completed KWL charts in their
notebooks.
Homework: The teacher will provide a packet of background information on the novel that
students should read through and annotate to prepare for the first reading day tomorrow.
Breathability: If more time is necessary within the lesson, we can watch just a portion of the
Ted Talk and suggest that students may watch the rest of the video on their own time. If students
finish early, they are welcome to begin reading the novel and deciding how they might like to
structure their journal for this text.
Rationale: Learning more about Chimamanda Ngozi Adichie will help students better
understand why Purple Hibiscus is written the way it is and why hearing Kambili's story holds
importance. Because this novel is set in Nigeria, which many students may be unfamiliar with, it
is important to take some time to establish the setting and the culture so that students are able to
picture the action of the novel as they read. The different cultures and traditions of the characters
are also valuable to learn and discuss because students may not have access to people from
Nigeria or may have no prior knowledge of that part of the world. This text allows for a great
opportunity for students to expand their world view and to realize, that although these events are
taking place in another country, the struggles and desires of the characters are no unlike our own.
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Tuesday- Week 4: In Class Reading Day pages 1-36

Objectives:
● Students will begin reading the novel
● Students will begin their journals and should focus on instances where Kambili utilizes
her voice, and doesn’t use her voice. Journals will not be collected, but are useful tools
for this weeks formative assessment.
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson:
● As a class, we will read the first few pages together and answer any questions that may
have come up during the reading of the information packet.
● The teacher will introduce the rubric and guidelines for the summative assessment.
● We will also begin filling out a character map to better understand character relationships
and connections.
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71
Wednesday- Week 4: In Class Reading Day pages 36-70

Objectives:
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson:
-Continue reading
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Thursday- Week 4- Lesson 2: Understanding the impact of using your voice

Note: students should have read up to page 70 prior to this lesson
Objectives:
● Students will understand that voice has been historically good and bad
● Students will work together to formulate instances when standing up for something got
someone in trouble
● Students will begin to think critically about how freedom can be challenged by voice
Materials needed:
● Notebooks
● Purple Hibiscus
Plan:
Students will begin by taking out a notebook and a writing utensil. Students will be asked to
reference this in the following activity. They will spend five minutes writing about the following
prompt:
a). In history, when have people been punished for using their voice?
-What is different or similar about these people?
-Why was using their voice seen as “good” for some and “bad” for others
II. Concept mapping (15 mins)

Students will now work together as a class to make concept maps on the board. The ideas that
they are mapping is “influential voice” and “harmful voice”. The purpose of this is to get ideas
flowing about different aspects of voice in regard to freedom.
III. Discussion (15 mins)

Students will have a class discussion about voice. Some of the questions that they should
touch on are:
1. Why is voice sometimes perceived as negative when it is actually influential?
2. Can using our voice impact our freedom? In what ways?
3. How can voice get us in trouble?
4. Is there a way to know when to use our voice and when not to? Is this infringing on our
freedom?
IV. In conversation with Purple Hibiscus (15 mins)

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Students will work in a small group of three to four students for about ten minutes and discuss
the following questions:
1. When have we noticed characters use their voice in this text?
2. Why is it sometimes difficult for a character to use their voice to stand up for what they
believe in?
3. How can Kambili’s voice impact her freedom?
After ten minutes, they will come together as a class to discuss what they found in their small
group discussions.
1. What did you notice about Kambili and how she uses her voice?
2. Who has the strongest voice in their household.
Homework: Continue to work on your journals and catch up on your reading
Breathability: If the class is running long, the teacher may choose to shorten the discussion
time. If the class is running long, they may choose to increase the amount of questions and time
spent on discussion or have students work on reading.
Rationale: This lesson was included as a necessary portion of students critically analyzing the
importance of voice within the novel as well as in the real world. Students will understand the
implications of Kambili using her voice as well as how she is told to use voice. They will also tie
this back to the idea of freedom and how voice affects that.
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Friday- Week 4: In Class Reading Day pages 70-110
Objectives:
● Students will continue reading the book and filling in their journals if they choose to as
these will not be collected
● Students will take time to determine and complete the Two Roses and a Thorn Formative
Assessment.
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson:
-Students will continue reading
-Students will determine and write the two roses and a thorn formative assessment. This will
collected by the end of class. Students should find two instances within the text were Kambili is
present with an opportunity to use her voice and either does, or chooses not to. The moments
represent the two roses. For the thorn, students will find one place in the text where Kambili’s
voice was challenged or undervalued. Each of these pieces of evidence should be supported with
quotes from the text, as well as why the student feels that the specific moment illustrates that
idea. This should be no less than three paragraphs in length and will be turned in by the end of
class.
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WEEK 5
76
Monday- Week 5: In Class Reading Day pages 110-140

Objectives:
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson: Reading Day

77
Tuesday- Week 5- Lesson 1: Looking at relationships- ‘Mother figures’

Note: students should have read up to page 140 prior to this lesson
Objectives:
● Students will think critically about relationships within the text
● Students will work analyze how Kambili’s aunt serves as a type of mother figure for her
● Students will begin to understand how her aunt influences her voice
Materials needed:
● Notebooks
● Purple Hibiscus
Plan:
a). What role does Aunty Ifeoma play in this story?
-How does Kambili see her aunt?
II. Close reading of page 138-139 (15 mins)

In groups of two, students will read from the bottom of page 138 through page 139. This section
showcases Kambili’s aprehension to use her voice in any form. As students read, they will
synthesize their thoughts about these questions on a piece of paper:
1. What is happening in this section of the book? What is the context from your prior
reading?
2. Why do you think that Kambili is being “shy” here?
3. What has caused her to be so silent?
4. Why does she say, “My ears could hear nothing?
5. How is Kambili’s life different when with her Aunty?
III. Looking ahead to pages 169-170 (15 mins)

On page 170, Aunty Ifeoma tells Kambili that she needs to use her voice and stand up for herself.
Here is the quote: “O ginidi, Kambili, have you no mouth? Talk back to her!” This is a pivotal
moment for Kambili. She later tells Kambili that her voice can be loud to. She is urged to use her
voice. Students will read these two pages individually and respond to these questions on a piece
of paper:
1. What has lead up to Aunty Ifeoma saying this?
2. How does Kambili realizing that she can speak out impact her freedom in the novel?
3. Make an inference about how she might use her voice now that she has been told to.
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After students finish responding to this, they will work with a partner and share their ideas about
this section.
1. Was Aunty Ifeoma overstepping by saying this?
2. What would you have done in this situation?
I V. Class discussion about voice and freedom (10 mins)

Students have explored what it means to have a voice and what it means to be free, now they will
respond to how this impacts Kambili in this part of the book.
1. In what ways has Kamili become free?
2. How is she still not free?
3. What liberties must she take in order to be free?
4. How might Aunty Ifeoma serve as a mother figure for Kambili?
5. What do we think is going to happen next?
Homework: Continue to work on your journals and catch up on your reading
Breathability: The teacher may choose to shorten the class discussion should the class period
run longer than anticipated. They could also lengthen this discussion if the rest of the days tasks
do not take as long as thought.
Rationale: It is important for us to include this portion of the unit because students will develop
close reading skills. They will also be making inferences based on character relationship and
textual evidence. This lesson is also important because students will discuss their views about
freedom with the class and inquire about what freedom actually means. This is part of the
summative assessment, so it is good practice for them.
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Wednesday- Week 5: In Class Reading Day: pages 140-174

Objectives:
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson: Reading Day

80
Thursday- Week 5- Lesson 2: Literary Structure and Devices

Students should have read up to page 174 prior to this lesson
Objectives:
● Students will think critically about how the structure of a novel might affect the way we
read and interpret the author’s messages.
● Students will work to analyze the choices made by the author in both Purple Hibiscus
and The Color Purple
● Students will begin to understand how identifying these techniques can inform their own
choices as writers.
Materials Needed:
● Notebooks
● Purple Hibiscus and The Color Purple
Plan:
Free Write: Students will read and analyze the following quote: (5 minutes)
“Literature adds to reality, it does not simply describe it. It enriches the necessary competencies
that daily life requires and provides; and in this respect, it irrigates the deserts that our lives
have already become.” -C.S. Lewis
● Do you agree or disagree with the idea that C.S. Lewis is presenting? Why or why not?
● Have you ever read something that you felt changed the way you viewed the world
around you? If so, what? How did the author change your world view?
I. Class Discussion: What are the literary structures and devices present in The Color
Purple and Purple Hibiscus? (20 minutes).
A. As a class, students will brainstorm what they know about literary devices in
connection with the two novels. The teacher will jot down ideas on the board as
students think aloud. Possible responses may include:
1. Letter Format
2. Altering the timeline
3. Multiple Character Perspectives
4. Imagery
5. Foreshadowing
6. Themes
7. Symbols
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B. After students establish a healthy list of options, it will be important to ensure

there is a shared definition for each term. The teacher can go through the list
asking for volunteers who may like to offer a definition.
C. The class discussion should then transition to answering these questions:
1. Why are these literary devices important in our understanding of the
story?
2. What is their purpose?
3. What might a story look like without some or all of these elements?
II. Looking at Literary Devices in The Color Purple (10 mins)
A. Students will now use their texts to identify different literary devices. Using this a
copy of this chart with the device left blank, students will label what they think
the passage represents.
III. Students will now create their own chart based on their reading of Purple Hibiscus so far.
There should be at least four literary devices represented. (15 mins).
IV. For the last five minutes of class, students should share their answers with a partner.
(5 mins).
Homework: Students should catch up on their reading
Breathability: If discussion runs short, students could spend more time working on the charts, or
have free time to read. If discussion goes long, students can finish their charts for Purple
Hibiscus as homework.
Rationale: Identifying and analyzing the choices an author makes in using literary devices helps
readers better understand the message of a text. Reader will also become better writers through
their ability to identify these structures and devices. It is important to help students discuss these
tools to ensure that all students are able to dive beyond surface level in their understanding of a
text.
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Friday- Week 5: In Class Reading Day: pages 174-206
Objectives:
● Students will brainstorm ideas for their formative assessment that they will begin on
Friday
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson:
-Students will be introduced to the Formative Assessments for the following week.
-Reading Day
Letter to a character from Purple Hibiscus:
findings.

to engage the communicate a emotion in the emotion in the
reader and piece. Opinion
83
communicate a message. Opinion was hard to piece. No opinion

Gives reader a message. was clear. determine or was apparent.
sense of author's Opinion(s) were writer seemed
opinions clear. contradictory.


read.
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WEEK 6
85
Monday- Week 6: In Class Reading Day: pages 206-240
Objectives:
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson: Reading Day

86
Tuesday- Week 6: Lesson 1 What does the purple hibiscus symbolize

Note: Students should have read up to page 240 prior to this lesson.
Objectives:
● Students will work in groups to make connections between both texts
● Students will work think critically to look at how themes can be portrayed through
different perspectives
● Students will understand the literary purpose of themes
● Students will complete the Drawing and Doodle Formative Assessment as an illustration
of their knowledge towards the end of the novel.
Materials needed:
● Notebooks
● Purple Hibiscus
● Poster post-it notes
Plan:
1. “The Purple Hibiscus” is referenced numerous times within the novel. What could this
mean?
a. What does it symbolize?
b. Why purple? What have we talked about within our previous book that plays into
this book too?
II. Formative assessment: Doodles/creative (40 mins)

Students now have the next 40 minutes to draw/make a cartoon or comic strip that displays their
interpretation of what the purple hibiscus could stand for in this novel. This is meant to get
creativity flowing and allow students to take control of their project. They also must have a 300
word artist statement that utilizes textual evidence that explains contributes to their interpretation
of this symbol. Students will have the remainder of class time to work on these. They will be due
at the beginning of the next class period.
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work
If students finish before class is over, they can continue reading.
Homework: Finish the formative assessment and catch up on your reading
Breathability: This class is meant to serve as an independent work day. If students finish early
they may continue reading their books.
Rationale: This lesson is included so that students may begin to understand how to interpret
what a symbol could mean. They will be working independently on their formative assessment
and defending their choices within an artist statement. It is important for students to understand
how to defend their work in a written statement. They must work within their text to come across
textual evidence to support their views about this symbol.
88
Wednesday- Week 6: In Class Reading Day: pages 240-271
Objectives:
they will not be collected.
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson:
-Students will continue reading.
89
Thursday- Week 6: In Class Reading Day: Pages 271-307 (Finish the book!)
Objectives:
● Students will finish reading the novel
Materials Needed:
● Purple Hibiscus
● Notebooks
Lesson: Reading Day

90
Friday- Week 6- Lesson 2: Students will complete the Character Letter Formative
Assessment
Note: Students should have read up to page 307 (finished the book) prior to this
lesson
Objectives:
● Students will be introduced to the last formative assessment for this novel
● Students will work begin to defend their stance on what it means to be free in
conversation with these characters
● Students will get a feel of what the final summative assessment will be asking for
Materials needed:
● Notebooks and writing utensil
● Purple Hibiscus
Plan:
Now that the class has finished the novel, students will do a five minute free write over the
following prompt:
1. What does the way the novel is organized tell us about the passage of time?
2. In the end of the novel, the author writes, “I am laughing. I reach out and place my arm
around Mama’s shoulder and she leans toward me and smiles. Above, clouds like dyed
cotton wool hung low, so low i feel i can reach out and squeeze the moisture from them.
The new rains will come down soon” (307). Why is this last moment with the characters
so different than the beginning of the novel?
3. What were your final reactions and responses to this novel?
II. Introduction to Formative Assessment (15 mins)

The teacher will now introduce the formative assessment for Purple Hibiscus. Students will be
asked to write a letter to a character from the book. The person who is writing the letter does not
have to be someone from the book, but students must create a storyline or context to let the
reader know how these two characters know each other. These letters should be no less than five
hundred words and utilize proper writing conventions. The teacher will also go over the rubric.
Directions given to students: As a result of physical, and emotional abuse Kambili, Jaja and their
mother lack confidence and a sense of identity. Kambili’s father is trapped in his religious views
and society’s patriarchal expectations of gender that he can’t seem to break free from. For this
assignment you will write to a character from the novel, using the same format letter that we
established for The Color Purple, and offer them advice and encouragement to help on their
journey to freedom. This advice must be set in a framework of some sort of friendship or close
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family member. The person who writes this letter does not have to be someone from the book,
but you must create a storyline/context in your letter to let readers know how you know each
other. Write as you would to any friend in a similar situation—you want to sound genuine, not
like an advice columnist. Letters should:
● Be addressed to a character from The Purple Hibiscus who is struggling with their own
idea of freedom.
● Discuss why that character/person writing the letter feels the way they do
● Offer some sort of advice or acknowledge what this character has done to become free or
how this character may have hindered another’s ability to achieve freedom.
● Use information from the novel to strengthen arguments/views
● Be no less than 500 words
● Be signed from the character that is writing the letter
findings.

92


read.
III. Work time for letters (25 mins)

Students will now have time to work on the letters.
Homework: Letters are due on Monday.
Breathability: If students have questions or there is need for clarification on the assignment,
more time can be taken from the allotted class work time. Students have a lot to work on, so
there shouldn’t be any extra time or finishing early.
Rationale: This formative assessment is an opportunity for students to demonstrate their

learning and knowledge gained while reading the novel. Students have the opportunity to choose
which character they are addressing their letters to, providing an opportunity for autonomy and
ownership of their learning. By writing a letter to a character, students are also able to be creative
and exercise their imaginations in order to provide feedback and advice to a character who either
succeeds in the end or may still be struggling with their search for freedom.
93
WEEK 7
94
Monday- Week 7- Lesson 1: Connecting themes in

The Color Purple and The Purple Hibiscus
Note: Students should have finished both of these texts prior to this lesson
Objectives:
● Students will think critically about connections in each texts
● Students will work in groups to defend their views about connections
● Students will understand the importance of making connections
Materials needed:
● Notebooks
● Post-it posters
Plan:
1. What similarities do you see when you think about The Color Purple and Purple
Hibiscus?
2. What differences do you notice?
II. Venn diagram (30 mins)

Students will now work in groups of three or four students and draw a venn diagram about the
similarities and differences they notice within these two texts regarding themes of:
1. Religion
2. Abuse
3. Gender
4. Freedom
5. Power
6. Voice
They have twenty minutes to illustrate or map these differences in whatever way that they think
will work best for them. They must then come up with a group artist statement defending these
ideas with textual evidence. Here are some major questions that the group should touch on:
1. How was freedom compromised within these two takes?
2. What steps did characters take to earn their freedom?
3. Does gender play a role in using one’s voice?
4. Who decides who has power?
95
III. Share (15 mins)

Students will now take the next fifteen minutes to share their venn diagram with the class. They
should touch on what motivated them to react to which themes and what textual evidence they
used from each group to display their findings. As they finish presenting, they will hang their
post-it poster on the wall for the class to look at.
Homework: None
Breathability: If this lesson is running long, the teacher can opt to shorten the length of time for
the venn diagram discussion. They may also choose to not have the class present and instead
have them hang them up without presenting.
Rationale: This lesson contributes to fulfilling the goals set out at the beginning of the unit
because it serves as a necessary day of connecting the canon text to YA Lit. Students are placing
both texts in conversation with one another and are gaining crucial skills by analyzing themes
and characters of each text. They also are working within a group setting and working to ensure
that their views are properly defended. They must also write an artist statement which defends
their choices.
96
Tuesday- Week 7: Connecting setting and plot in The Color Purple and The Purple Hibiscus
Objectives:
Materials Needed:
● Notebooks
Lesson:
-Individually students will work on finding a connection between both novels in terms of setting
and plot. They can expand on this in their final project should they choose to.
97
Wednesday- Week 7 lesson 2: Connecting character in

The Color Purple and Purple Hibiscus
Note: Students should have finished both texts prior to this lesson
Objectives:
Materials Needed:
● Notebooks
● Post-it posters
Opening: We have been connecting our two texts, The Color Purple and Purple Hibiscus
together based on theme, setting, and plot. As we get ready to work on our portfolio projects, it
will be important to keep these connections in the back of our minds when thinking of artifacts to
include. Today we will be focusing on connecting characters together. Just as we worked with
themes, we will be working in groups on posters to illustrate our thinking.
Freewrite: Before we get into groups, take some time to reflect on the characters in either novel
by responding to the following prompt: (5 minutes).
After reading both novels, was there a character that stuck out to you as you read? What
drew you to that character? Where there traits that you identified with?
Lesson:
I. Brainstorming Character Traits: (15 minutes)
A. Students will be divided into groups of 2 or 3. Each group will be given a
character from either The Color Purple or Purple Hibiscus. On their poster,
students should provide:
1. Their character’s name
2. A list of at least 6 attributes and descriptive words about their character
3. A quote from the text that shows the character’s main motivations
4. A picture or symbol that represents that character
II. Poster-Walk (10 minutes)

A. After completing the posters with their group, students will post their work up on
the walls around the room. One side of the room should be for characters from
The Color Purple and the other side of the room should be for characters from
98
Purple Hibiscus.
B. Similar to the atmosphere of a museum, students will walk around the room and
take notes on the posters representing other characters.
1. What do you notice about the other characters?
2. Did you learn something new?
3. What did you appreciate about your classmate’s work?
III. Let’s rearrange! (10 minutes).

A. After completing the poster walk. Students now have the opportunity to rearrange
the ‘gallery’ of posters.
1. Did you notice similarities between a character from The Color Purple
and Purple Hibiscus?
2. In what ways might there be some overlap?
B. Students should take time working in as a class to determine the final gallery
placement that showcases the character connection between the two novels.
C. Once students are satisfied with the rearrangement, they should take a seat in front
of their original poster.
IV. Character Discussion (5 minutes)

A. Why did you decided on this final arrangement of posters?
B. Was it difficult or easy to arrange the posters in this way?
C. What similarities or differences are evident when looking at the posters in this
new arrangement?
V. Exit Ticket: (5 minutes)

A. Before leaving class, provide one idea for your final portfolio, based on
characters, that surfaced for you as you worked on connecting characters today.
You don’t have to use this idea in your final draft, but it is a good way to start
thinking about your options.
Homework: Begin thinking about your final portfolio project!
Breathability: If students need more time to work on their posters, the freewrite can be
eliminated from the beginning of class. If students work quickly, they should begin creating a list
or outline of ideas that they might want to explore for their final portfolio project.
Rationale: This lesson contributes to fulfilling the goals set out at the beginning of the unit
because it serves as a necessary day of connecting the canon text to YA Lit. Students are placing
99
both texts in conversation with one another and are gaining crucial skills by analyzing characters
of each text. They also are working within a group setting and working to ensure that their views
are properly defended.
100
Thursday- Week 7: Project work day
Objectives:
● Students will begin their project
Materials Needed:
● Notebooks
● Art supplies
Lesson:
-50 minute work day
101
Friday- Week 7: Project work day
Objectives:
● Students will continue to work on their project
Materials Needed:
● Notebooks
● Art supplies
Lesson:
-50 minute work day
102
WEEK 8
103
Monday- Week 8: Project work day
Objectives:
● Students will continue to work on their project
Materials Needed:
● Notebooks
● Art supplies
Lesson:
-50 minute work day
104
Tuesday- Week 8 lesson 1: Project work day with partner

Checklist- partner goes through and and fills out the checklist to determine what their partner
still needs to work on.
Objectives:
● Students will work in pairs to revise their portfolios
● Students will peer review and offer suggestions for improvement
● Students will be focused on and engaged in developing their portfolios as the final
assessment.
● By writing and author’s note and focusing on using the tools, ‘Bless, address, press’,
students will receive feedback and establish a plan for further revisions.
Materials Needed:
● The Color Purple and The Purple Hibiscus
● Notebooks
● Portfolios
● Checklist Worksheet
● Action Plan Worksheet
● Access to
https://www.ted.com/talks/chimamanda_ngozi_adichie_we_should_all_be_feminists
●
Lesson:
I. Checklist: (5 minutes)
A. Students will meet with a partner to revise and review their final portfolios. Each
partner should have a checklist for their partner.
B. Partners should fill these out individually and then discuss their responses with
their partner when finished.
Portfolio Project Checklist
_______I have 5 or more varied pieces of work comprising my portfolio
_______Each of my pieces of work are connected between both novels
_______I have a table of contents to help readers navigate my portfolio
_______I have an Artist Statement for each of my pieces of work

105
II. Review and Suggestions: (15 minutes)

A. Partners should now have a conversation using the revision tools, ‘Bless, Address,
Press”. In order to make this process go smoothly, students should take 5 minutes
to write an “Author’s Note” before talking with their partner. In this Author’s
note, students should specify whether they would prefer their partner to bless,
address, or press, and be specific about which elements they would like to focus
on.
1. Bless: If you want your piece blessed, you’re not ready to hear criticism
yet (however constructive it might be). You want only to hear about
what’s working so far.
2. Address: If you have chosen the address option, what one problem or
concern do you want your readers/audience to address? Be as specific as
possible.
3. Press: You’re ready to hear constructive criticism and give the
readers/audience the freedom to respond in any fashion. This, of course,
can include “Bless” and “Address.”
III. Create an Action Plan: (5 minutes)
A. After talking through their portfolio with their partner, students will create an
action plan for their further revisions.
B. Action plan worksheets will be distributed and should be turned in by the end of
class:
Portfolio Revision Action Plan
Here are three great pieces of advice my partner offered about my portfolio:
1.
2.
3.
By class tomorrow, I plan to…: (Think of a revision or change you can make by class tomorrow).
106
Before the portfolio presentations, I plan to…..: (Think of what you may need to work on before turning in
your portfolio, how you might practice for the presentation, etc.)
I am excited to share my work and based on where I am now, I would say that I feel:
(Circle One and write a sentence or two describing why)
Confident Ready to work some more I still need help/have questions
IV. We Should All be Feminists TED Talk: (25 Minutes)

A. As a way to wrap up the unit, further bring the texts together, and provide some more bits of
inspiration as students work on their portfolios, we will watch Chimamanda Ngozi Adichie’s
TED Talk, “We Should All Be Feminists”.
B. Students should make notes about:
a. Interesting themes/ideas
b. Do you hear connections with what we have read?
c. Inspirational moments for your portfolio
Homework: Continue to work on your portfolio!
Breathability: If we need more time for revisions, we will show less of the TED Talk and suggest that
students can either finish it on their own time, or we can find some time to finish another class period.
Students should have plenty of work to keep them occupied, so there is little anticipated down time.
Rationale: Allowing for revision time in class provides students with an opportunity to interact with their
classmates as writers, practice giving and receiving feedback, and ensures that their final product was
seen many times before it is turned in. This time is valuable because students are developing the skills to
talk about their own work, ask questions, and seek advice. Students are also learning the intricacies of
offering feedback to a peer about their work, and learning how to provide helpful advice. Showing the
TED Talk gives the students a chance to step away from the project they have been focused on and gain
107
new inspiration, and insight connected to the knowledge they have already obtained from reading the
novels.
108
Wednesday- Week 8 lesson 2: Project revision day with partner

Objectives:
● Students will work in pairs to revise their portfolios
● Students will give eachother an initial grade of their portfolio
● Students will practice their presentation with their partner
Materials needed:
● Notebooks
● Projects so far
● Rubrics for students to fill in
Plan:
I. Revisions (30 mins)

Students will pair with a partner that they haven’t worked with yet and read through each other's
work while checking for errors. Students should also utilize the rubric to give their peer a grade
so far. After going through this, they should turn in this draft and rubric to the teacher. Students
should use this rubric to grade each other:
109
II. Practicing (10)

Students have ten minutes to practice their presentations with their partner. The partner should
give them critiques as they present.
III. Making a list of changes they should make before tomorrow (10)
Students will have ten minutes to go through each other's presentations one last time and make a
list of changes that they should work on before submitting their final project.
Homework: Finish any revisions to the final project and be ready to present by tomorrow.
Breathability: There shouldn’t be an issue with time during this lesson because it is, at its core,
another work day for students. They should work to make sure that they are on track and
complete each part of the lesson for the day.
Rationale: This lesson was included so students may put themselves in the role of a peer
reviewer of their classmates’ work. They are developing crucial skills in which they give
constructive feedback regarding their partner’s project. By practicing to present their project,
they are able to see what their presentation day could look like. We also are having students
make a list of things to work on for night as they finish their project. This is important because
students will get a firm grasp of what needs to be finished before they turn in their project.
110
Thursday- Week 8: Final Portfolio Presentations
Objectives: Students will present two of their pieces that are in their final portfolio. Each student
has three to five minutes to discuss why their included art form/letter illustrates the character’s
peruits of freedom.
Materials Needed: Final Portfolio
Lesson: Presentation period (50 mins)
Projects should: Show two moments of connection between the texts and three or more
artifacts that illustrate that character’s pursuit of freedom
111
Friday- Week 8: Final Portfolio Presentation
Objectives: Students will present two of their pieces that are in their final portfolio. Each student
has three to five minutes to discuss why their included art form/letter illustrates the character’s
peruits of freedom.
Materials Needed: Final Portfolio
Lesson: Presentation period (50 mins)
Projects should: Show two moments of connection between the texts and three or more
artifacts that illustrate that character’s pursuit of freedom
112
Additional Documents:
Summative Assessment Rubric:
113
Letter to Cellie or Nettie rubric:
findings.


114

read.
115
Double-Entry Journal Schedule
Tuesday- Week 1 In Class Reading Day: Pages 1-32

Focus on: Gender and Power
Student Experts:
Wednesday- Week 1 In Class Reading Day: Pages 33-64

Student Experts:
Friday- Week 1 In Class Reading Day: Pages 65-96

Student Experts:

Focus on: Privilege and the influence on our choices
Student Experts:
Focus on: Symbols and their importance in storytelling

Student Experts:
Friday- Week 2 In Class Reading Day: 161-192

Focus on: Privilege and the influence on our choices
Student Experts:
116
Double Entry Journal Rubric
Category 4 3 2 1

reading. very well.

word requirement.
requirement.

instances.
Two Roses and a Thorn Checklist:
Doodle and Drawing Checklist:

work.
117
References
Adichie, Chimamanda Ngozi. “The Danger of a Single Story.” TED: Ideas Worth Spreading,
www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.
Adichie, Chimamanda Ngozi. “We Should All Be Feminists.” TED: Ideas Worth Spreading,
www.ted.com/talks/chimamanda_ngozi_adichie_we_should_all_be_feminists.
“Advice to the Newly Married Lady.” CommonLit,

www.commonlit.org/texts/advice-to-the-newly-married-lady.
Appleman, Deborah. Critical Encounters in Secondary English: Teaching Literary Theory to

Adolescents. 3rdEd. NY: Teachers College Press, 2015
Bishop, Rudine Sims. “Mirrors, Windows, and Sliding Glass Doors.” Reading is Fundamental, 3
Jan. 15ADAD, pp. 1–2.,
scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf.
Color Purple, The. “Cynthia Erivo & Jennifer Hudson- The Color Purple Music Video- THE
COLOR PURPLE on Broadway.” YouTube, 25 August, 2015,
https://www.youtube.com/watch?v=1DiWTwC6Ek8.
Hirsch, E. D. 1928-, et al. Cultural Literacy: What Every American Needs to Know. Vintage
Books, 1998.
Missbmase. “Mean Girls-Cliques.” YouTube, 14 October, 2012,

https://www.youtube.com/watch?v=RRteokw7m80.
Poetry, Button. “Rudy Francisco- Your God.” YouTube, 26 February, 2018,
https://www.youtube.com/watch?v=-hKiOF7JM9A.
Pro, Abyayala. “Alice Walker Bio- Global Exchange Human Right Award 2007.” YouTube, 17
May, 2012, https://www.youtube.com/watch?v=UiKZAzrWogo.
Wiggins, Grant P., and Jay McTighe. Understanding by Design. Association for Supervision and
Curriculum Development, 2008.

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The Color Purple​ and ​Purple Hibiscus

Pair Teaching in the Twelfth Grade

Parent Reading Guide 10

Additional Documents 112

● What does it mean to be free?

Weekly Essential Questions:

of material for students to engage with.

question to the following explorations:

● How might patriarchy and society's expectations of gender influence who we

● How might privilege influence one's ability to be free in their choices?

● How does one balance religious influence with their freedom?

● What does it mean to find your own voice?

● How do our relationships influence our choices and actions?

● How do symbols add to a story?

● Why is it important to make connections while reading novels?

and technological classroom.

gender with dreams for a better future.

hinder aspects of freedom.

“Mirrors, Windows, and Sliding Glass Doors”:

Adolescents, Deborah Appleman states:

and reflect in mirrors to see themselves as well as their community.

Parent Reading Guide:

Here is a rationale for our unit:

Grade level and audience:

Miss Masin & Mr. Ziemba

Additional parent hand out:

The Color Purple:

Versions of the novels used:

Walker, Alice.​ The Color Purple​. Harcourt Brace Jovanovich, 1992.

Essential Questions, Goals, and Assessments & Assessment Criteria

lessons leading up to the assessments:

Weekly Essential Questions:

changing political climate.

provides an opportunity to exercise their collaboration, revision and presentation skills.

Assessments and Assessment Criteria:

Formative Assessments 1 and 2

Weeks 1 & 2 : Double entry journals

Double-Entry Journal Rubric

Content Shows an Shows a good Shows a Does not

Required The journal The journal Demonstrates Does not

Exploration The student The student Thinking is Little thinking

Standards Met: LA 12.1.1, LA 12.2.1.a, LA 12.2.1.c, LA 12.2.2.b, LA 12.3.2.c, LA 12.4.1.a

1. Be addressed to Celie or Nettie

4. Use information from the novel to strengthen arguments/views

5. Be no less than 500 words

6. Be signed from the character that is writing the letter

4. Distinguished 3. Proficient 2. Apprentice 1. Novice

Writing-Voice: Used personal Used emotion Conveyed very Conveyed no

Writing-Conven No spelling, Fewer than 5 More than 5 More than 10

Writing-Sentenc Most sentences Many sentences A few sentences Sentences were

Standards Met: LA 12.1.1, LA 12.2.1.a, LA 12.2.1.b, LA 12.2.1.d, LA 12.2.1.h, LA 12.2.2.a,

LA 12.2.2.b, LA 12.3.2.c, LA 12.4.1.a

(See end of Assessments section for description of standards​).

will be turned in by the end of class.

How the assessment will be graded:

plot and characters.

Standards Met: LA 12.1.6.a, LA 12.1.6.k, LA 12.2.1.a, LA 12.2.1.d, LA 12.2.2.a

(See end of Assessments section for description of standards​).

How the assessment will be graded:

Standards Met: LA 12.1.6.a, LA 12.1.6.k, LA 12.2.1.a, LA 12.2.1.d, LA 12.2.2.a, LA

(See end of Assessments section for description of standards​).

don’t need to focus on a main character for this particular letter.

not like an advice columnist.​ Letters should:

The Color Purple and Purple Hibiscus

Walker, Alice. The Color Purple. Harcourt Brace Jovanovich, 1992.

(See end of Assessments section for description of standards).

(See end of Assessments section for description of standards).

(See end of Assessments section for description of standards).

not like an advice columnist. Letters should:

Hibiscus, consists of an exploration of both texts through the composition of a multi-genre

LA 12.1.1: Students will demonstrate knowledge of the concepts of print.

LA 12.1.6.m: Self-monitor comprehension and independently apply appropriate strategies to

LA 12.2.2.a: Communicate information and ideas effectively in analytic, argumentative,

LA 12.2.2.b: Provide evidence from literary or informational text to support analysis,

LA 12.3.2.c: Complete a task following complex multi-step directions.

Monday- Week 1 Lesson 1: Introduction to The Color Purple and themes

V. Exit Ticket (2 mins)

Take some time to reflect on the song through writing: (5 minutes).

II. Watch Rudy Francisco’s ‘Your God’: (5 minutes)