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Integrity in "Thank You Ma'm"
Pillar: Positive Social Environments
Division: III
Grade Level: 9
Core Curriculum Connections: English Language Arts
I. Rationale: Integrity is an essential character trait that plays an integral role in promoting positive
social environments within the classroom and a virtue that is necessary for the long- term healthy social and emotional development of our youth. This lesson provides students with the opportunity to personally reflect on what integrity means to them, explore this theme in literature, and integrate prior knowledge with new understandings to recognize the impact of integrity in one's life and how it influences the lives of others. Students will examine, discuss, and write about their own views on integrity as a preparation for reading the Langston Hughes story "Thank You, M'am." This lesson offers several variations for studying this story and examining the integrity of the main characters (i.e., interactive reading , and a Socratic Seminar approach).
II. Activity Objectives:
The students will:
- Explore the definition of integrity through a class discussion and provide positive and negative examples from the story and their own experiences.
- Determine character traits, including integrity , by analyzing the dialogue in a short story.
- Formulate judgments about the characters and support the judgment with convincing evidence.
- Reflect upon and write about how they demonstrate integrity and how their integrity affects others.
III. Curriculum Outcomes:
Language Arts 9
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover and Explore talk with others and experience a variety of oral, print and other media texts to explore, develop and justify own opinions and points of view explore and explain how interactions with others and with oral, print and other media texts affect personal understandings 1.2 Clarify and Extend
Consider others’ ideas integrate own perspectives and interpretations with new understandings developed through discussing and through experiencing a variety of oral, print and other media texts General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 2.1 Use Strategies and Cues Use prior knowledge discuss how interpretations of the same text might vary, according to the prior knowledge and experience of various readers use previous reading experiences, personal experiences and prior knowledge as a basis for reflecting on and interpreting ideas encountered in texts Use phonics and structural analysis apply and explain effective procedures for identifying and comprehending words in context; adjust procedures according to the purpose for reading and the complexity of the texts 2.2 Respond to Texts Experience various texts compare and contrast own life situation with themes of oral, print and other media texts Construct meaning from texts analyze how the choices and motives of characters portrayed in oral, print and other media texts provide insight into those of self and others identify and discuss theme and point of view in oral, print and other media texts discuss and explain various interpretations of the same oral, print or other media text Appreciate the artistry of texts discuss character development in terms of consistency of behaviour and plausibility of change 2.3 Understand Forms, Elements and Techniques evaluate the effectiveness of oral, print and other media texts, considering the believability of plot and setting, the credibility of characters, and the development and resolution of conflict General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication 4.1 Enhance and Improve Expand knowledge of language explore the derivation and use of words, phrases and jargon, including variations in language, accent and dialect in Canadian communities and regions
IV. Materials:
Copies of the following materials can be accessed through directly through embedded electronic links within this lesson or within it as hard copies.. a copy of the story, "Thank You Ma'am" by Langston Hughes (one copy per student): http://www.amlit.com/Hughes/SS/ThankYouMam.html. Rubric for Assessing Journal Prompt Responses Interactive Reading Questions found in the Extensions and Variations section Content Quiz Discussion Questions Socratic Seminar discussion questions
Alternate Reflective Journaling Prompts:
Does poverty cause people to lose their integrity? Support your answer with examples and evidence. Are some people born with more integrity than others? Support your answer with examples and evidence. Some say that there is “honor among thieves.” Can people who do not obey the laws of the land and who do criminal acts still have integrity by being loyal to fellow law-breakers? Is this integrity? Why or why not? Support your answer with examples and evidence. School work often challenges our integrity. When is it dishonest or unfair to help a friend with school work? Is it ever the right thing to do? If you have not always had integrity , it may have caused someone to distrust you. Perhaps this is a friend, a teacher or a parent. Did you re-establish trust with this individual? How long did it take to re-establish trust? Use specific examples or evidence.
- After writing, have students pair up and share their responses. Conduct a class discussion based on their responses. They may bring up corruption, greed, poverty, and peer pressure on one side, and family, religious and ethical teachings on the other.
ii). Part Two: Reading and Responding
- Explain that the Langston Hughes story explores several values, including integrity , and they will explore the nature of integrity through the story.
- Read the story “Thank You, M’am” by Langston Hughes. This lesson offers three paths through the story:
a. Many students will best master the content of the story through an in-class interactive reading. See the questions provided in the " Extensions and Variations " section.
b. Some students will be able to read the story for content as a homework assignment. Their reading may be verified with the content quiz found in the " Assessment " section. A teacher-led discussion using the discussion questions found in " Extensions and Variations " could follow the content quiz.
c. For more capable students conduct a Socratic Seminar about the story. Remind them to use examples and references to the text to support and explain their assertions. You will find discussion questions for the Socratic Seminar in the " Extensions and Variations " section.
- After the reading and discussion have students think about and respond to this prompt or writing below their response to the initial warm-up prompt: Can people improve the integrity (or trustworthiness, or fairness or honesty) of others through their own actions? Why or why not? If yes, how? If no, why not?
iii). Part Three: Making It Personal
- Think and write about the integrity you show through your actions, including actions at school. How do those actions affect others? What can you do to improve your own integrity and integrity of those around you? Include the following in your writing:
Write about a time when your integrity as a challenged or compromised and what you did or what you could have done differently. How has your integrity (or lack of integrity) affected the integrity of other people?
VI. Extensions and Variations:
Part one of this lesson could be completed in one class period. Part two has three options: conduct an interactive reading using the interactive reading guide questions below; ask students to read the story as homework followed by an in-class quiz and/or discussion using the quiz provided in the “Assessment” section and the discussion questions below; or after reading the story as homework conduct a Socratic Seminar using the discussion questions below. Part three requires another class period or could be assigned as homework.
i). Interactive Reading Guide for "Thank You, M'am"
Interactive reading strategies place the responsibility on students for constructing their own meaning from the text. Teachers or students read the story, stopping frequently to change readers and to have students summarize, predict, make connections, make judgments, ask for clarification, make inference, and ask on- the-surface and under-the-surface questions.
End of paragraph 1
Summarize what has happened so far in the story. If necessary, have the students list what they remember and then ask them to choose the most important five events. Predict what will happen next. Accept all answers, but ask for grounds for the prediction, as appropriate. Make connections: What would you do if you were the boy? If you were the woman? Make judgments: Was it okay for the woman to kick and shake the boy until his teeth rattled? Can you think of a case where the boy would be justified in doing what he did? A Graphic Organizer for Facts and Inferences
Have students use a donut-shaped graphic organizer for fact and inference responses. Write the character’s name in the donut hole. For example, place the woman in the center of the donut and facts about her around the outside of the big circle. ( She carries a very large and heavy purse. She is out at 11:00 p.m. alone. She kicks him and then reaches down and picks him up by the shirt front.) What can you infer about the woman or the boy from this passage? Place inferences on the donut ring some of which may not be accurate. ( She is physically strong and the boy is small. She’s a street walker. She’s not afraid.)
End of paragraph 2
Are there any items needing clarification? (If no one asks, ask a student what a pocketbook is.)
Make a judgment: Is Roger now telling the truth? What is the evidence?
End of paragraph 30
Ask for both-on-the-surface and under-the-surface questions. They should include: Was Mrs. Bates correct that he was hungry? (on the surface) Is Roger telling the truth about wanting the blue suede shoes? (on the surface) What reasons would he have to lie? To tell the truth? (on the surface)
End of paragraph 31
Infer using the same donut at the end of paragraph 1: What facts do you know about Mrs. Luella Bates Washington Jones? What can you infer from these facts? Ask for questions, which should include, “Is she telling the truth when she tells Roger he could have asked her for blue suede shoes?”
End of paragraph 34
Predict: What do you think Mrs. Jones will say next?
End of paragraph 36
Infer: What do you, the reader, know about her because she says, “Well, I wasn’t going to say that”? Student-generated questions should include what she means by “neither tell God, if he didn’t already know.” (This is a crucial question.) Infer: Why does she feed him and have him comb his hair?
Middle of paragraph 37
Infer: What has changed so that Mrs. Jones does not protect her purse or try to keep Roger in her apartment? Make a judgment: Why does Roger want to be trusted? Questions the students should ask: What does it mean, “He did not trust the woman not to trust him?”
End of paragraph 38
Infer: Why does Mrs. Bates not have Roger work for his dinner by running an errand for her? What difference would it make if Roger had somehow “earned” his supper? Why?
End of paragraph 41
Predict how the evening will end when she calls him “son.”
End of paragraph 42
Clarify: “Shoes come by devilish like that will burn your feet.”
Clarify: What does she want (wish) from him? Predict: Will he give her what she wants?
End of story
Make judgments: Would it have been a better story if she had stayed in his life?
ii). Discussion Questions
These questions can be used for a teacher-led discussion, to guide independent reading, or for a Socratic Seminar:
- What do you know about Mrs. Luella Bates Washington Jones from her name and from what she says?
- Why does Roger say he tried to steal Luella Jones’ pocketbook?
- Is this the real reason? (inference, not in text)
- Why does Luella Jones not lecture the boy about stealing?
- Why did Luella not have Roger work for his dinner? (inference, not in text)
- Why did she not invite him to come back to see her? (inference, not in text)
- Why did she take Roger home and give him the money? (inference, not in text)
- Is Luella Jones a person of integrity? Has she always been?
- Why does Roger wash his face instead of running away? (inference, not in text)
- Why does Roger sit “on the far side of the room where he thought she could easily see him”?
- Why did Roger not steal her pocketbook when he was in her apartment and she had gone behind the screen to cook? (inference, not in text)
- What does Langston Hughes mean when he writes, “He did not trust the woman not to trust him”? How does this relate to integrity?
- Does Roger change in the course of his encounter with Luella Jones? (inference, not in text)
iii). Family Involvement
Use a Family Journal activity with these interview questions:
- Tell me about someone you trust to be honest or fair.
- Tell me about a time when it was difficult to be honest, fair or to act with integrity.
VII. Teacher Notes or References:
Socratic Seminar is an open-forum style discussion in which the teacher does not lecture and students discuss the reading. Students are not to interrupt each other nor criticize each other’s responses. They are to build on each other’s ideas. They should make specific references to the texts rather than generalizations or guesses. Grade them based on the quality of their contributions, the support they cite for their assertions and how well they listen to others. For more information on the Socratic Seminar process:http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skills/SocraticSeminar/SocraticSemi narIntro
A Rubric: Assessing Journal Prompt Responses
10 A full, interesting response that shows real effort, an intelligent understanding of the prompt, sustained thought, the ability to communicate clearly and effectively, and a command of significant details, examples, and evidence.
9 A full, thoughtful and appropriate response to the prompt that shows significant effort, and appropriate details, examples, and evidence.
8 A thoughtful and appropriate response to the prompt that shows effort using details, evidence or examples.
7 A significant response that shows effort and thought, communicated with details, evidence, or examples.
6 An appropriate response showing some thought and effort with limited details, evidence or examples.
5 An appropriate response with some minor elaboration.
4 Elaboration in response to the prompt with some details.
3 Some elaboration in response to the prompt.
2 Brief, general response to the prompt.
1 A positive or negative answer without elaboration.
IX. Source:
Lesson idea adapted with permission from the Institute of Character Education: http://charactered.ocde.us
Thank You, M'am
She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, intsead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.
After that the woman said, "Pick up my pocketbook, boy, and give it here." She still held him. But she bent down enough to permit him to stoop and pick up her purse. Then she said, "Now ain’t you ashamed of yourself?"
Firmly gripped by his shirt front, the boy said, "Yes’m."
The woman said, "What did you want to do it for?"
The boy said, "I didn’t aim to."
She said, "You a lie!"
By that time two or three people passed, stopped, turned to look, and some stood watching.
"If I turn you loose, will you run?" asked the woman.
"Yes’m," said the boy.
"Then I won’t turn you loose," said the woman. She did not release him.
"I’m very sorry, lady, I’m sorry," whispered the boy.
"Um-hum! And your face is dirty. I got a great mind to wash your face for you. Ain’t you got nobody home to tell you to wash your face?"
"No’m," said the boy.
"Then it will get washed this evening," said the large woman starting up the street, dragging the frightened boy behind her.
He looked as if he were fourteen or fifteen, frail and willow-wild, in tennis shoes and blue jeans.
The woman said, "You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry?"
The water dripping from his face, the boy looked at her. There was a long pause. A very long pause. After he had dried his face and not knowing what else to do dried it again, the boy turned around, wondering what next. The door was open. He could make a dash for it down the hall. He could run, run, run, run, run!
The woman was sitting on the day-bed. After a while she said, "I were young once and I wanted things I could not get."
There was another long pause. The boy’s mouth opened. Then he frowned, but not knowing he frowned.
The woman said, "Um-hum! You thought I was going to say but, didn’t you? You thought I was going to say, but I didn’t snatch people’s pocketbooks. Well, I wasn’t going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable."
In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the day-bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner other eye, if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now.
"Do you need somebody to go to the store," asked the boy, "maybe to get some milk or something?"
"Don’t believe I do," said the woman, "unless you just want sweet milk yourself. I was going to make cocoa out of this canned mild I got her."
"That will be fine," said the boy.
She heated some lima beans and ham she had in the icebox, made the cocoa, and set the table. The woman did not ask the boy anything about where he lived, or his folks, or anything else that would embarrass him. Instead, as they ate, she told him about her job in a hotel beauty-shop that stayed open late, what the work was like, and how all kinds of women came in and out, blondes, red-heads, and Spanish. Then she cut him a half of her ten-cent cake.
"Eat some more, son," she said.
When they were finished eating she got up and said, "Now, here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s—because shoes come be devilish like that will burn your feet. I got to get my rest now. But I wish you would behave yourself, son, from here on in."
She led him down the hall to the front door and opened it. "Goodnight!" Behave yourself, boy!" she said, looking out into the street.
The boy wanted to say something else other that "Thank you, m’am" tto Mrs. Luella Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the door. He barely managed to say "Thank you" before she shut the door. And he never saw her again.
