1. Theme
Topics vs. Statements

2. Predicting/Tapping Prior Knowledge
Draw a bubble cluster around the title of the story, “Thank You, Ma’am” and around the name of the author, Langston Hughes.
For the next two minutes, write down as many things as you can associate either with the title or with the author.
For example, “the title makes me think of someone with polite, but formal speech.”
Share your associations and any questions you have with a neighbor.

3. Langston Hughes
James Mercer Langston Hughes (February 1, – May 22, 1967) was an American poet, social activist, novelist, playwright, and columnist from Joplin, Missouri.
He was one of the earliest innovators of the then-new literary art form called jazz poetry. Hughes is best known as a leader of the Harlem Renaissance in New York City.

4. “Thank You, Ma’am” - write your thoughts/ answers on the paper
Write a reaction to the first paragraph. What kind of story do you think this will be? What do you think of the characters so far?
Author’s craft: what does Hughes mean when he says “blue-jeaned sitter”?
“But you put yourself in contact with me,” said the woman. “If you think that that contact is not going to last awhile, you got another thought coming. When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones.” - why do you think the woman won’t let the boy go?
“Then, Roger, you go to that sink and wash your face,” said the woman, whereupon she turned him loose—at last. Roger looked at the door— looked at the woman—looked at the door—and went to the sink. - why doesn’t Roger run?
Switch between annotating the story along with students on your doc cam so they get into the norm of active reading.

5. “Thank You, Ma’am” - write your thoughts/ answers on the paper
“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.” - what do you think of the woman? What makes you feel this way about her?
He did not trust the woman not to trust him. And he did not want to be mistrusted now. - what do you think is going through the boy’s head?
“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 by 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.” - write a reaction to this. Did you expect her to give the boy the money?
Switch between annotating the story along with students on your doc cam so they get into the norm of active reading.

6. Post-Reading Quick-write, on the back of your short story
Why do you think Mrs. Jones handles the situation the way she does in the story? What is she trying to accomplish? How do you think this experience is likely to affect Roger?
3-5 minute quickwrite, then two minute share out with a partner before soliciting a few whole class. Share your response if you want at the end to model the level/type of quickwrite you want in the future

7. What is the theme of the story?
Theme: a main idea or an underlying meaning of a literary work that may be stated directly or indirectly.
Theme topics: one word, abstract ideas
Ex. friendship, love, hate, betrayal, growth, change, identity
Theme statement: what the author intends for readers to learn or understand about a theme topic.
Ex. Strong friendships can support us through hard times in life.

8. With your partner/table mates:
Create a theme statement using one of the following theme topics:
Help Understanding Compassion Mistakes Punishment
Provide at least three pieces of evidence from the text that support your statement: The theme of Langston Hughes’s ”Thank You Ma’am” is __________________________________. This theme can be seen when_______________________. Additionally, when _________ says________________ it again proves the idea. Another scene where the theme is made clear occurs when___________.
Circulate and support as groups work. Model on doc cam in between assisting with group work. Depending on time/level of class you may want to skip group work and do this as a whole class. Depending on time, you can have students verbally share out or write on the white board. Ask for one piece of evidence and give feedback as you go, ie. avoid cliches, remember theme statements are complete thoughts.