Discussion for Maya Short Story

ELA GEE 21 FOCUSED-LEARNING LESSON—Non-fiction/Maya Angelou
NOTE: This lesson on “Living Well, Living Good” extends beyond the
previous lesson using this passage. It may be used in conjunction
with the other or independently, depending on the needs of the
students.
Assessment Component: Reading and Responding
STANDARD SIX: Students read, analyze, and respond to literature as
record of life experience.
PRIMARY BENCHMARKS ASSESSED:
ELA-6-H1: identifying, analyzing, and responding to United States
and world literature that represents the experiences and
traditions of diverse ethnic groups
ELA-6-H4: analyze various genres as a means to record life
experiences
LESSON FOCUS: Students will display ability to apply literature to life.
I. Translating Standards Into Instruction
A. Highlight the contributions of Maya Angelou, a female, African-American
Poet Laureate and author. Emphasize that the piece to be explored in the
present lesson a non-fiction selection (a piece of writing about something
that actually occurred or about someone real). Maya Angelou read an
original poem at the inauguration of President Bill Clinton. She is best
known for her book, I Know Why the Caged Bird Sings.
B. Students read an excerpt of Angelou’s “Living Well. Living Good.” From a
projected copy of the passage, the teacher reads the paragraph by revealed
paragraph.
C. Discuss this selection using the following method:
1. Point out and identify “Bel Air” (a very wealthy upper-class
neighborhood in Los Angeles); “in service” (a maid, butler,
housekeeper who lives on site); “social maven” (an expert in
enjoying one’s self and knowing everyone); “chauffeur” (a French
GEE 21 ELA Remediation Guide DRAFT
term for one whose occupation is driving a vehicle for someone
else); “keeping company” (dating, courting, seeing someone);
“commodious” (large, roomy, spacious, luxurious)
2. What is Aunt Tee’s position in the household? (housekeeper)
What are some of her duties? (oversees other workers, cooks
some meals) what is her real name? (Theresa) How does the
reader know? (The employer calls her by this name.) How does
Aunt Tee feel about her life? (She enjoys it.) How does the reader
know? (She and her friends get together often and laugh, dance,
and play cards.)
3. Point out examples from the selection that show the rank,
position, and wealth of Aunt Tee’s employers. (day maid, 14
room ranch house, gardener, housekeeper, three cars,
swimming pool, palm trees)
4. What favor do Aunt Tee’s employers ask of her? Why is the favor
asked? Does this occur only once? (They want her to leave her
door open so that they can watch Aunt Tee and her friends
laugh and have fun dancing, joking, and playing cards. This
happens every Saturday night after the first time.) Why does
Aunt Tee permit this to go on? She feels great pity for these
wealthy people who really have nothing.)
5. Ask students to share their views of the typical or generally
accepted roles of an employer and employee. (boss/worker;
seldom see each other after work; have/have-not) Define irony—
the opposite of what is known to be true or accepted. For at least
two reasons, why is what occurs in this passage ironic?
(These people who appear to have so much, in reality have so
little. This employers asked favor of the employees. This woman
who has very little feels sorry that these people have to
depend on her for joy.)
6. As discussed by Aunt Tee, what had gradually happened to this
family? (growing old, no laughter, stopped entertaining, the joy
left) How does she make this clear to the reader? Students
provide examples. (won her sympathy forever, dry silence)
D. Writing samples: On short answer response forms provided by the teacher,
students in 25-50 words respond to each of the following three questions:
1. Why does Aunt Tee feel that her employers’ lives are sad? Provide
at least two examples from the selection.
2. Why would Maya Angelou use her Aunt Tee in a story entitled,
“Living Well. Living Good.”
3. Provide three insights about life that Maya Angelou, through this
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story, is sharing with the reader. (a. Appreciate what we have.
b. Wealth doesn’t always guarantee happiness. c. Things are not
always what they appear to be.)
E. Discuss the answers to the questions as students record the responses,
supporting statements, etc., on the overhead.
II. Sources of Evidence of Student Learning
A. Student participation in discussion
B. Student portfolio
C. Multiple choice/true-false/fill-in-blank test (based on info in
Section I, C, items 1,2,3,4)
D. Short answer responses
E. Marked handouts with underlined, identified new terms, definitions, notes
III. Attributes of Student Work at the “Got-It” Level
A. On-going portfolio of student work
The student will include in this portfolio rough
copies, brainstorms, revised, edited, and final works all stapled together.
Highlighted, marked handouts of the passage read and discussed,
corrected short answer responses are also included.
1. Included in the student portfolio should be a teacher-generated
activity list with point values given for each assignment. This list
should be stapled or clipped inside the front cover of the folder.
The student can then maintain his own grade, as well as complete
activities after an absence.
2. This portfolio can also provide an alternative assessment.
A teacher-made rubric should probably stress completeness,
neatness, and correctness.
B. Class discussion
1. Teacher will question students to verify comprehension
(rewording, repeating, coaching, monitoring).
2. The student will attempt to defend statements by answering
why questions.
3. The teacher will assess comprehension based on the lucidity of
students’ conclusions and by pointing out errors or
misunderstandings.
4. Students will respond to questions, mark handouts, ask questions,
and complete assignments.
5. The teacher will direct questions about the passage, asking the
students to frame responses in regard to real-life situations.
GEE