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Teacher Lesson Return to "How I Became a Racist"
How I Became a Racist
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Story Summary: The writer is accepted into a new friend group at the beginning of high school only to discover their racist conversations on and off social media. Torn between wanting to fit in and his understanding that what they are saying is wrong, the writer joins in. Eventually, though, he gets fed up and leaves the group, and over the course of the next few years and into college, he learns to speak up against racism and prejudice.

Lesson Objectives and Common Core Standards Connections

Students will be able to:
• Annotate a text during the reading process in order to develop an understanding of the text’s main idea and supporting details (CCS R.1 and R.2).
• Discuss their interpretation and analysis of, as well as personal connections to, a narrative nonfiction text (CCS SL.1).
• Write in response to a text and to other students’ written responses (CCS W.4 and W.10).


Before Reading the Story (15 minutes)
This opening activity will activate background knowledge to boost reading comprehension and set the emotional tone for the story.

1. Welcome students to the group. Tell them that before reading a story, they are going to do an activity that allows them to do some anonymous writing on a topic related to a story they’ll be reading together.

2. Introduce the Toss One, Take One activity by explaining they are going to do an activity that gathers everyone’s ideas and allows them to hear multiple perspectives.

3. Pass out pieces of scrap paper and pencils. Tell group members not to write their name on their paper. This is an anonymous activity.

4. Ask group members to write a response on their paper to this question:
• What leads people to develop prejudices?

5. Give group members three minutes to think and then write their responses. If some group members are struggling, ask them to write about why they find it difficult to answer the prompts.

6. Write your own responses to the prompts to model the activity.

7. After group members have written their responses, tell them to crumple them into balls and toss them into the middle of the circle, or a container you have available.

8. Model for the group how you expect them to crumple and toss their responses into the center of the circle.

9. After everyone has tossed, each group member should retrieve an anonymous response and return to their seats. As an alternative, walk around the circle with the responses and have each group member blindly pick a paper ball. (If a group member happens to choose their own response, it’s okay because no one will know.)

10. Go around in a circle or ask for volunteers to read aloud the response from the paper.

11. Invite group members to comment on what they heard, such as similarities, differences, or personal connections to their peers’ responses.

12. Thank group members for sharing.

During Reading (20 minutes)
By practicing active reading strategies while reading aloud and discussing as a group, students build comprehension and support fluency.

1. Introduce the story (see the summary above).

2. Share the expectations for a group read-aloud: volunteers take turns reading aloud as much or as little as they would like. As the group leader, you may stop periodically to discuss or check in on active reading by asking students to share their responses to the story.

3. Tell students they will practice an active reading strategy called reading for a purpose. This will help them read for a purpose and be prepared to use the text in later activities.

4. Reading for a purpose directions: Ask students to identify times when the story raises a question for them. When this occurs, students should write a “?” in the margin.

5. While sitting in a circle, read the story aloud together. Stop to discuss periodically, supporting peer-to-peer talk and non-judgmental listening. To do this, ask for volunteers to share what they wrote an “?” next to and why. Alternately, you can pose an open question such as “What stands out to you in this section and why?”

6. When you finish the story, ask the group to discuss their reactions to the story, including the questions it raised for them. They can turn and talk to a neighbor before you discuss as a whole group.

After Reading the Story (15 minutes)
During this post-reading activity, students will make connections, build understanding, and rehearse positive behaviors.

1. Introduce the Silent Conversation activity by explaining to the group that they will do an activity where they learn more about each other and find ways to connect.

2. Review the directions with the group. Tell them:
• "Everyone will sit with a partner.”
• "You will write independently in response to a prompt. Try to end with a question.”
• "Then you will exchange papers and respond to your partner's writing by answering their questions, sharing your own ideas, and by posing a new question.”
• "You will pass notes back and forth to build a silent, written conversation with your partner.”

3. Have group members find a partner and sit beside each other.

4. Pass out journals or notebook paper and pencils.

5. Read the prompt aloud (or write it where students can see):
• What factors impacted the writer’s racist behavior?
• What prompts the writer to change his ways and how does he go about changing?

6. Have everyone quietly write for one or two minutes. Then, ask partners to pass their notes and respond to each other’s writing. Move around the room to quietly check in with group members and offer support.

7. Continue this process by directing partners to finish writing and pass their notes about every two minutes. Remind them to include questions that engage their partner and contribute to the conversation.

8. After about 10 minutes of silent conversation, ask group members to finish their last thoughts on paper. Then ask them to share with the whole group some of the highlights from their silent conversation. They can share points of agreement or disagreement, new ideas, or questions.

9. Thank students for being thoughtful members of the group and working to make connections to the writer’s story, reflect on their own lives, and share with one another.




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[Other Teacher Resources]
(NYC-2018-11-06)

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