Lesson Plan

 Nakiya Irving African American Literature 

Unit of Study: Breaking the Binary: Identity, Race, and Artistic Expression	Focus: How do writers use pride vs. shame and freedom vs. oppression to shape identity and inspire change?			Grade Level: 8th Grade		Time:  4 Weeks			Configuration: Whole group instruction, Small group, Independent work, and Collaborative project time
Standard Units: CCSS.ELA-LITERACY.RL.8.1 Students will determine two or more central ideas and analyze their development. CSS.ELA-LITERACY.RL.8.2 Students will analyze how individuals, groups, and ideas are introduced and developed. CSS.ELA-LITERACY.RL.8.3 Students will determine the author’s point of view and analyze how it is conveyed. CSS.ELA-LITERACY.RL.8.4 Students will introduce their beliefs through a form of written or visual expression provided.
This course introduces eighth-grade students to binary opposition, which is when writers show meaning by comparing opposite ideas, like pride vs. shame or fitting in vs. being true to yourself. Using Langston Hughes’ “The Negro Artist and the Racial Mountain,” students explore how Black artists faced pressure to conform while staying proud of their culture. The goal is to help young Black students build self-pride and confidence while meeting academic standards, showing that their identity and culture are strengths, not obstacles. Highlighting how culture and creativity are expressions of individuality and power, by reading, discussing, and connecting Hughes’ ideas to their own lives, students will see how understanding opposites can help them navigate society and embrace their own voices. Students will also be introduced to different poems and other beliefs in alignment with Hughes. As well as visit places that can help students formulate their own beliefs and see how Langston’s are still important in modern day.
Course Objectives: At the end of the course all students will be able to … Define and explain binary opposition. Identify examples of pride and shame in texts. Analyze Langston Hughes' beliefs about identity and art. Use evidence from texts to support ideas. Create a personal or creative response showing understanding of identity and freedom.			Course Assignments: Assignment 1:  “Identity Quick Write & Reflection” Students respond to prompts about pride and identity. Purpose: Activate background knowledge and connect personally to theme. Assignment 2:  “Binary Opposition T-Chart (Text Analysis)” Students annotate The Negro Artist and the Racial Mountain and complete a T-chart identifying pride vs. shame examples. Purpose: Practice close reading and textual evidence. Assignment 3:  Group Presentation - "Breaking the Mountain" Small groups explain what the "racial mountain" symbolizes and present a visual poster. Purpose: Collaboration and deeper understanding of symbolism. Assignment 4:  “Comparative Paragraph” Students compare I, Too and Still I Rise using the theme of freedom vs. oppression. Purpose: Analytical writing with textual evidence. Assignment 5  (Culminating Project): "My Voice Matters" Creative Project Students create: A poem A short speech A visual art piece They must explain how their work shows pride and freedom. Purpose: Encourage student voice and creative expression.				Core Text List: The Negro Artist and the Racial Mountain - Langston Hughes This essay directly explains Hughes' belief that Black artists should embrace their identity rather than feel ashamed. It clearly shows the binary opposition of pride vs. shame. I, Too - Langston Hughes This short poem shows freedom vs. oppression in simple language. It reinforces Hughes' belief in equality and hope, making it accessible for 8th graders. Still, I Rise by Maya Angelou This poem highlights resilience and pride. It allows students to compare messages across time and see how the theme of self-worth continues in later generations.
Week 1: Understanding Identity & Binary Opposition -Introduce binary opposition (simple examples first). -Teach background on Langston Hughes and Harlem Renaissance. -Read and annotate first half of essay. -Assignment 1 due.		Week 2:  Pride vs. Shame in Hughes' Essay -Finish reading essay. -Complete T-chart analysis. -Group discussions. -Assignment 2 due. -Begin group presentations			Week 3:  Poetry and Expanding the Theme -Read I, Too. -Read Still I Rise. -Compare poems in small groups. -Assignment 4 due.			Week 4: Student Voice Project  -Revisit key themes from Hughes’ essay. -Create initial draft of project. -Peer Feedback & Revisions -Present projects and complete exit ticket after reflection discussion
Field Trip 1 Visit to Local African American History Museum Students connect literature to real history and see examples of cultural pride and resistance.					Field Trip 2 Visit to a Local College or Community Poetry Slam Students experience modern voices expressing identity and freedom, showing Hughes' message still matters today.

I chose to teach students about the binary opposition of pride versus freedom by centering the lesson on “The Negro Artist and the Racial Mountain” by Langston Hughes. I chose this essay as my overall message because it clearly explains the struggle Black artists faced when they were pressured to reject their identity in order to fit into white standards. Hughes argues that true artistic freedom comes from accepting and being proud of who you are. His message connects strongly to the theme of Black pride and confidence, which is important for young students who are still forming their identities. In addition to the factual perspective, I personally was drawn to the essay because the debate of forms of expression, video games, and style choices specifically for the African American community are frowned upon. His goal to embody your race, passion and confidence regardless of outside expectations was empowering. 

I also introduced “Still I Rise” by Maya Angelou and “I, Too” by Langston Hughes as examples of binary opposition in my lesson plan. These poems show pride and strength in the face of oppression, but they also highlight the tension between being proud of one’s identity and wanting the freedom to exist without labels. While the speakers express confidence, they also reveal how society limits them because of the color of their skin. I wanted to use this contrast to help see how pride and freedom can work together but also push against each other.

I chose 8th graders as my desired grade level because they are at a very impressionable age, especially as they enter puberty and develop self-confidence. They’re also old enough to somewhat understand the importance of the debate being that lots of black men and women are judged factors that may not represent their character. I wanted to explore and compare the mindsets behind dealing with that judgment from two perspectives. By studying these works together, I wanted them to understand that they do not have to shrink themselves or accept limiting labels. They can be proud of who they are and what they like, while also claiming the freedom to express themselves fully and confidently.