ALEX Lesson Plan


What are YOU made of? A study of the character of Roger from Langston Hughes' "Thank You, Ma'am"--Part 1 

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Tiffany Bishop
System: Tuscaloosa City
School: Eastwood Middle School
  General Lesson Information  
Lesson Plan ID: 33109


What are YOU made of? A study of the character of Roger from Langston Hughes' "Thank You, Ma'am"--Part 1 


Students will analyze the character's motives, actions, thoughts, feelings, quotes, goals, desires, and other characters' opinions based on evidence within the text.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (7)
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1]
ELA2015 (7)
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

Local/National Standards:


Primary Learning Objective(s):

I can evaluate the actions, appearances, thoughts, feelings, quotes, motives, and desires of the characters revealed in the text.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

  • Chart paper
  • Post-it sticky notes
  • Markers/Sharpies
  • "Thank You Ma'am" text

Technology Resources Needed:

  • Laptop
  • Document camera
  • Projector


Students should have read the entire story of "Thank You Ma'am" prior to completing this lesson.


Before activity: Quick Write/Tweet (Twitter response)

1. On a sticky note, write Roger's name at the top. Create a hashtag list of everything that comes to mind, based on textual evidence, related to Roger. (Example:#willow-wild, #frail) You must create a list of at least 10 details.

2. Allow approximately 2 minutes to complete the before activity.

During Activity: Character Map/Illustration

1. In groups of four, using the chart paper and markers, create an illustration of Roger based on the textual evidence of the story.

2. Be sure to label each part in the appropriate part of the body.

Approximately 30-35 minutes

(see rubric)

After Activity: 3- 2 - 1

Approximately 5 minutes

1. On a sticky note, assess the following:

  • 3 details related to the character's actions
  • 2 quotes from the character
  • 1 motive for the character's actions

**Some files will display in a new window. Others will prompt you to download.

Assessment Strategies

Before activity - related details of the character

During activity - illustration represents textual evidence of the character

After activity - 3-2-1 represents mastery of character's actions, motives, and quotes as demonstrated within the text.


Roger Wordle

  • Create a list of at least 25 words that are related to or describe Roger.

  • Type Roger’s name at least 10-15 times, so that it appears larger than the other words.

  • Highlight and copy your Word document.

  • Paste Word document into wordle.

  • Save final document.

  • Submit title of document to Mrs. Bishop.


Students that do not demonstrate mastery will be pulled into small groups to reassess the standard in the next class session.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.