Kindred
- Rosie Jayde Uyola
- 4 hours ago
- 23 min read
Kindred Unit Plan – 10-Class Sequence
Course: Bard College Seminar Sequence II
Text: Kindred by Octavia E. Butler
Pedagogy: Bard Writing & Thinking
Core Practices: Focused freewriting, close reading, small-group discussion, textual annotation, reflective writing
Major Assignment: Writing & Thinking Essay (due Class 10)
Class | Focus Chapter(s) | Title & Primary Task |
1 | Prologue + “The River” | Arrival & Dislocation: Who controls history? (Freewrite + Text Rendering) |
2 | “The Fire” | Witness & Identity: What is Dana’s role? (Textual Looping + Partner Inquiry) |
3 | “The Fall” | Power & Positioning: Who holds authority? (Group Mark-Up + Focused Dialogue) |
4 | “The Fight” | Love, Violence, Consent: Is survival complicity? (Evidence Map + Debate Circles) |
5 | “The Storm” | Home, Time & Estrangement: Who belongs where? (Line-Pairing + Dialogic Journals) |
6 | “The Rope” | Breaking Point: What happens when Dana fights back? (Quick-Writes + Charting) |
7 | “Epilogue” | Return & Reckoning: What remains? (Silent Seminar + Reflective Write) |
8 | Thematic Threads | Tracing Power: Small group evidence galleries by theme (Race, Gender, Violence) |
9 | Draft Studio | Writing & Thinking Workshop: From claim to coherence (Feedback Pods) |
10 | Student Share Day | Public Thinking: Selected students present writing and lead Q&A |
Kindred – Class 1 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Duration: 36 minutes
Text: Kindred by Octavia E. Butler
Focus Chapters: Prologue and “The River”
Materials: Physical/digital copy of Kindred, journals or Google Docs, chart paper
Lesson Title:
Arrival & Dislocation: Who Controls the Story of the Past?
Learning Objectives (Student-Friendly):
I can closely read and annotate Kindred to identify moments of dislocation, fear, and agency in Dana’s first time travel.
I can express my initial reactions to the novel through writing and dialogue.
I can collaborate with peers to surface interpretive questions about time, identity, and power.
Standards Alignment:
Danielson 3b: Using questioning and discussion techniques to deepen understanding
Danielson 3c: Engaging students in learning through rigorous, text-centered tasks
C3 Framework: D2.His.4.9-12 Analyze complex interactions between past and present
Common Core: RL.11-12.1, W.11-12.10, SL.11-12.1
Minute-by-Minute Breakdown
FFW (5 min, 10 sentences): Why might a writer combine time travel with historical trauma?
Dr. Uyola welcomes students and frames today’s goal: “Today we begin Kindred, and we’re going to enter this novel through writing and close reading. This is not just a book about the past, it's about how the past holds on to us.”
Students write the day’s prompt at the top of their page.
| 2:00–8:00 | Opening Freewrite (Bard W&T: First Thoughts)
Prompt: What would it feel like to be ripped from your world without warning? Who would you trust to believe you?
Students write uninterrupted for 5 minutes.
Emphasis is on fluency, emotional truth, and risk-taking.
Students may choose to write in first person or through Dana’s imagined voice.
| 8:00–12:00 | Text Rendering (Prologue)
Students individually re-read the Prologue and select one line that stayed with them. In groups of 3, students read their chosen lines aloud without commentary.
Dr. Uyola says: “You don’t need to explain yet. Let the language hang in the air.”
Once all lines are read, students discuss patterns or surprises.
One group member records ideas to share.
| 12:00–22:00 | Close Reading in Pairs: ‘The River’
Students pair up and turn to “The River.” Each pair is assigned a section:
Pair A: Dana’s disorientation and reaction to Rufus
Pair B: Rufus’s mother and the moment Dana is accused
Pair C: Return to 1976 and Kevin’s disbelief
Task: Highlight what stands out in Dana’s reactions.
How does Butler show us Dana’s internal state vs. her external reality?
What emotions are not said but felt? Each pair annotates, then writes one interpretive question for the group.
| 22:00–30:00 | Small Group Sharing: Dislocation, Power & Belief
Triads share interpretive questions and choose one to bring to whole class. While discussing, students map Dana’s emotional and physical dislocation on chart paper .
Choice: Students may sketch, bullet ideas, or trace moments of fear, power, and return.
| 30:00–34:00 | Whole Class Synthesis
Share out selected questions and chart insights. Dr. Uyola facilitates with probing follow-ups:
“Where is power located in this chapter?”
“What do you notice about whose story gets believed?”
“Why does Butler begin the novel with injury and disbelief?”
| 34:00–36:00 | Closing Write (Bard W&T: Return to the Page)
Prompt: How has Dana’s dislocation begun to shape your reading? What questions or emotions are you left holding?
Students write quietly in journals or Docs.
Collect or ask for submission in shared folders.
Differentiation & Access
Sentence starters and margin prompts provided for students needing writing scaffolds
Students may write or type based on access needs
Bilingual glossaries available for ELLs; students may annotate in home language if needed
Dr. Uyola circulates to support and redirect focus gently
Assessment (Informal/Formative)
Participation in freewriting and text rendering
Group charts and interpretive questions
Exit write reflection
Evidence of text annotation
Next Class Preview:
“In the next chapter, Dana re-enters Rufus’s world but this time with fire. Bring your journaled questions and we’ll trace how language reveals history’s grip on her body and her freedom.”
Kindred – Class 2 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Text: Kindred by Octavia E. Butler
Focus Chapter: “The Fire”
Materials: Copies of Kindred, student journals or Docs, highlighters, chart paper
Lesson Title:
Witness & Identity: What Is Dana Becoming a Witness To?
Learning Objectives (Student-Friendly):
I can closely annotate how Butler presents violence, fear, and awakening through Dana’s voice.
I can use writing to process Dana’s shifting understanding of her own identity.
I can work with peers to develop deeper questions about complicity, danger, and witness.
Standards Alignment:
Danielson 3b: Teacher and students use high-quality questions
Danielson 3c: Tasks require cognitive engagement with complex text
C3 Framework: D2.His.1.9-12 Evaluate how historical context shapes narratives
Common Core: RL.11-12.3, W.11-12.9, SL.11-12.1
Minute-by-Minute Breakdown
Prompt on board: What would it mean to be seen as someone you’re not?
Students journal briefly in response.
Dr. Uyola: “Today, Dana begins to realize the cost of survival when seen through the eyes of people from another century.”
| 3:00–10:00 | Bard Writing & Thinking: Looping from Yesterday
Students return to yesterday’s closing write. Dr. Uyola prompts: “Reread what you wrote. Underline one sentence that still feels true or open.” Then: Loop from that sentence. Begin writing again, and don’t stop for 4 minutes.
Students may write about fear, power, identity, or confusion.
No need to “get it right,” just follow where the thought leads.
| 10:00–22:00 | Partner Close Reading: “The Fire”
Assigned Sections:
A: Dana meets Rufus again and puts out the flames
B: Conversation about being called a racial slur
C: Encounter with Alice’s family and the patrollers
Task: Annotate for:
What Dana sees vs. what she says
Language that reveals her internal shifts
Lines that feel morally complicated
Each pair records:
One sentence Dana speaks that reveals internal tension
One detail of setting or body language that intensifies the moment
One open-ended question
| 22:00–30:00 | Group Sharing: Complicity, Protection, Power
Students group into triads to share what they found. On chart paper , groups title their poster: “What is Dana being asked to witness?” Students chart their evidence with these options:
Web of quotes
Visual scene map
Moral dilemma chart (choices, risks, outcomes)
Groups will rotate posters at the end to compare insights.
| 30:00–34:00 | Gallery Walk: Silent Dialogue
Groups rotate. Each student reads a new group’s poster and adds one comment or question with a sticky note or digital comment. This allows quieter students to contribute in writing and invites multiple readings of the same scene.
| 34:00–36:00 | Closing Write: Identity in Motion
FFW (5 min, 10 sentences): What is Dana learning about how she is seen and what power she has or doesn’t have?
Students may write in first person as Dana or in third person reflective style. Dr. Uyola collects or reviews them digitally.
Differentiation & Access
Visuals, written sentence stems, and modeling provided
Students may work in multilingual partnerships as needed
Students given choice between written or sketched poster formats
Reading pairs can be adjusted based on text fluency
Assessment (Formative):
Annotation quality and engagement in reading pairs
Poster evidence and contributions to silent dialogue
Closing write reflection
Next Class Preview:
“Next class, we meet the Weylin household and things get more complicated. Think about what it means for Dana to pretend she belongs there, and what she risks by staying silent.”
Kindred – Class 3 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Text: Kindred by Octavia E. Butler
Focus Chapter: “The Fall”
Materials: Copies of Kindred, journals or Docs, chart paper, sentence starters
Lesson Title:
Power & Positioning: What Does It Cost to “Pass” in a Violent System?
Learning Objectives (Student-Friendly):
I can analyze how Dana and Kevin’s arrival changes the power dynamics at the Weylin plantation.
I can identify moments where Dana must compromise her values for survival.
I can collaborate with peers to map relationships between characters and social systems.
Standards Alignment:
Danielson 3a: Clear, rigorous purpose rooted in text
Danielson 3b: Student-driven questioning
C3 Framework: D2.His.5.9-12 Analyze how complex interactions shape people’s lives
Common Core: RL.11-12.3, W.11-12.9, SL.11-12.1
Minute-by-Minute Breakdown
FFW (5 min, 10 sentences): What’s the difference between surviving and belonging? Students write briefly in their journals. Dr. Uyola frames the day: “Today we trace how Dana and Kevin are forced to ‘fit in’ but what are they fitting into?”
| 4:00–10:00 | Bard Writing & Thinking: Sentence Expansion
Students select a sentence from their own writing or from “The Fall.” Dr. Uyola provides a list of loaded passages (e.g. Dana’s “Pretend that I belong here...”).
Task: Expand the sentence into a paragraph using one of the following stems:
“This matters because…”
“What’s unsaid here is…”
“The danger in this line is…”
Students write silently and share with a partner if comfortable.
| 10:00–22:00 | Close Reading in Triads: Who Holds Power Here?
Assigned sections:
A: Dana and Kevin’s first interaction with Rufus and Tom Weylin
B: Dana being positioned as Kevin’s “property”
C: Introduction to the kitchen, Sarah, and Carrie
Task for Triads:
Highlight any lines that signal danger, strategy, or performance.
Identify moments of emotional tension or code-switching.
Annotate with questions like:
“What power is visible here and what is hidden?”
“What options does Dana have in this moment?”
Each group produces a chart titled: “Strategies for Survival” with three columns:
Scene (short quote or summary)
Dana’s Action
What It Costs
| 22:00–30:00 | Gallery Share & Peer Commenting
Groups rotate and read each other’s charts. As they circulate, students add comments, insights, or respectful challenges using sticky notes or a Jamboard layer. Dr. Uyola prompts: “Where does Dana resist, and where does she comply? How do we tell the difference?”
| 30:00–34:00 | Whole-Class Reflection
Share chart highlights. Discussion questions posed by Dr. Uyola:
“Why does Dana tell Kevin to pretend he owns her?”
“What does Kevin’s role reveal about race and gender in this system?”
“If silence is a strategy, is it still complicity?”
| 34:00–36:00 | Closing Quickwrite (Bard W&T: I Used to Think / Now I Think)
Prompt: Choose one relationship from today’s reading. What does it reveal about how power works and shifts?
Sentence frame: “I used to think ________, now I think ________, because ___________.” Collect for review or reflection.
Differentiation & Access
Sentence starters provided for struggling writers
Groupings made with attention to reading fluency and discussion style
English learners may annotate in both English and home language
Optional visual version of survival chart (graphic organizer) available
Assessment (Formative):
Strategy charts with textual support
Peer commentary during gallery walk
Final quickwrite using reflection stem
Quality of student questioning during class discussion
Next Class Preview:
“Next class we enter the chapter ‘The Fight’ and everything breaks open. Dana faces the reality of sexual violence, survival, and her own limits. Prepare to read slowly and reflect deeply.”
Kindred – Class 4 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Text: Kindred by Octavia E. Butler
Focus Chapter: “The Fight” Materials: Copies of Kindred, journals or Docs, discussion chart, PEAL scaffolds (optional), silent debate slips
Lesson Title:
Love, Violence, Consent: Is Survival the Same as Agreement?
Learning Objectives (Student-Friendly):
I can closely analyze how Butler depicts trauma, coercion, and complicity in Dana and Alice’s choices.
I can use writing to explore my emotional and ethical responses to the text.
I can collaborate with peers to hold respectful, critical conversations about power and survival.
Standards Alignment:
Danielson 3b: Uses respectful, text-based questioning to deepen analysis
Danielson 3c: Promotes high-level student-led thinking with sensitive content
C3 Framework: D4.6.9-12 Evaluate claims and evidence in context of ethical dilemmas
Common Core: RL.11-12.2, W.11-12.1, SL.11-12.1c
Minute-by-Minute Breakdown
Listen without judgment
Don’t speak for others’ trauma
Use the text to anchor your thinking
Then students are asked:
Where in this chapter does Dana face an impossible choice?
3:00–10:00 | Freewrite: Ethical Complexity (Bard W&T)
FFW (5 min, 10 sentences): Can you consent when you have no safety, no freedom, and no power to say no? Students write silently.
Choice: Write in Dana’s or Alice’s voice or write as yourself observing the scene. Optional scaffold: “I want to believe that ____ but the truth is ______.”
| 10:00–20:00 | Partner Close Reading: Tracking a Line of Tension Assigned sections:
A: Alice’s recovery and Rufus’s manipulation
B: Dana outlining Alice’s limited choices
C: Dana discovering Rufus never sent the letters
Each pair does the following:
Highlight a moment of emotional pressure or betrayal
Write a one-sentence summary of the tension
Draft a 1-sentence question beginning with “What does Butler want us to see about…” Dr. Uyola collects these and selects 3 to open whole-class reflection.
| 20:00–28:00 | Silent Debate: “Did Dana Do the Right Thing?” Students receive one of two slips:
“Dana was right to protect Alice’s survival, even if it meant enabling abuse.”
“Dana crossed a line by helping Rufus get what he wanted.”
In pairs, students silently exchange slips and write arguments on them (use PEAL scaffold if needed). Slips rotate to new pairs. A second round of students reads and responds underneath. After 2 rotations, slips are read aloud anonymously.
| 28:00–32:00 | Group Synthesis: Survival vs. Complicity In groups of 3–4, students create a diagram titled: "What Choices Did Dana Really Have?"
Groups list:
Actions Dana could have taken
The consequences she feared
What survival cost her and Alice
Posters diagrams shared informally.
| 32:00–36:00 | Closing Write: Writing Through Conflict
Prompt: Where do you see yourself in this moment of the story?
Choice to write in-character, as witness, or as self
Encourage honesty and questioning Students turn in or save to portfolio folder.
Differentiation & Access
Sentence starters and PEAL guides provided
Silent debate format supports students uncomfortable with live debate
Groups formed intentionally with mixed strengths and comfort levels
Students may choose alternate form (poem, letter, reflection) for closing write
Assessment (Formative):
Silent debate argument and counterargument
Close reading sentence and questions
“Choices Diagram” group synthesis
Final reflective write
Next Class Preview:
“Next class, we explore ‘The Storm’, where Kevin returns but nothing feels the same. We’ll ask: what happens when you come home changed by the past?”
Kindred – Class 5 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Text: Kindred by Octavia E. Butler
Focus Chapter: “The Storm”
Materials: Student journals or Docs, printed quote strips, Jamboard or chart paper, markers
Lesson Title:
Home, Time & Estrangement: Who Belongs in the Present and at What Cost?
Learning Objectives (Student-Friendly):
I can interpret how time travel affects Dana and Kevin differently.
I can use close reading and writing to explore emotional and psychological estrangement.
I can collaborate with peers to reflect on how the past can change one’s ability to belong.
Standards Alignment:
Danielson 3c: Engaging students in high-level text analysis
Danielson 3d: Responsiveness to students' ideas and emotions
C3 Framework: D2.His.14.9-12 Analyze how the past influences perceptions and identity
Common Core: RL.11-12.4, W.11-12.10, SL.11-12.1
Minute-by-Minute Breakdown
FFW: What does it feel like to return to a place that no longer fits?
Share out
| 3:00–10:00 | Bard Writing & Thinking: “Writing the Distance”
Prompt: Write Dana’s or Kevin’s journal entry after their reunion. Let them write to themselves not to each other. Students choose a voice and write freely. Encouraged to include emotional truths, flashbacks, frustrations, or what they cannot say aloud.
Optional frames:
“What I cannot tell you is…”
“What I remembered was…”
“Now that I am back, I feel…”
| 10:00–22:00 | Close Reading in Pairs: Emotional vs. Physical Return Assigned pairs revisit key passages from “The Storm”, including:
Kevin’s account of his years in the past
Dana’s inner commentary about his change
The power dynamics of their reunion
Each pair:
Annotates for shifts in tone and emotional language
Identifies one sentence that reveals how trauma is shaping Kevin
Identifies one sentence where Dana senses alienation
Pairs add their findings to a class chart: “Then vs. Now: Who is Kevin to Dana and who is Dana to Kevin?”
| 22:00–28:00 | Quote Strip Shuffle: Reading Kevin Out Loud Each student receives one printed quote from Kevin’s dialogue or narration.
Task: Read aloud in character and then paraphrase what Kevin isn’t saying directly.
Students move to different parts of the room labeled:
“Kevin is disoriented”
“Kevin is hardened”
“Kevin is evasive”
“Kevin is traumatized”
Students gather in small discussion clusters and explain their group’s interpretation.
| 28:00–34:00 | Collective Reflection: The Weight of Time Back in full group, Dr. Uyola asks:
“What are Dana and Kevin afraid to say to each other?”
“How does time change identity?”
“If trauma is shared, why does it feel so private for each of them?” Volunteers add ideas to a large visual map on board titled: “What Has Time Done to Their Marriage?”
| 34:00–36:00 | Closing Write: Time As a Wound
Prompt: What does this chapter suggest about belonging, love, and return after rupture? Students may write as themselves, or extend their earlier journal entry. Encouraged to revisit an earlier quote or idea and reflect on how their understanding has changed.
Differentiation & Access:
Students choose between Kevin or Dana for freewrites
Multiple modes of engagement: writing, movement, listening, visual mapping
Sentence stems and quote options provided to support analysis
English learners may paraphrase quotes or use drawing/notes in home language
Assessment (Formative):
Freewrite journal entry from Dana/Kevin’s perspective
Pair annotations and contribution to “Then vs. Now” chart
Quote interpretation during group shuffle
Final reflective write
Next Class Preview:
“Next time we read ‘The Rope’, the most painful and decisive chapter. Come ready to reflect on power, resistance, and what Dana finally refuses to accept no matter the cost.”
Kindred – Class 6 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Text: Kindred by Octavia E. Butler
Focus Chapter: “The Rope”
Materials: Student journals or Docs, printed quote cards, chart paper, scaffolded sentence stems
Lesson Title:
Breaking Point: What Happens When Survival Is No Longer Enough?
Learning Objectives (Student-Friendly):
I can interpret Dana’s final confrontation with Rufus using textual evidence.
I can write about trauma, resistance, and justice through my own lens.
I can collaborate with peers to explore the moral complexity of Dana’s choice.
Standards Alignment:
Danielson 3b: Builds discussion around text-based ethical questions
Danielson 3c: Tasks require analysis, judgment, and synthesis
C3 Framework: D4.6.9-12 Construct arguments about enduring issues with historical context
Common Core: RL.11-12.2, W.11-12.9, SL.11-12.1c
Minute-by-Minute Breakdown
FFW (5 min, 10 sentences): Is there a point when survival becomes betrayal of self or others? Students respond quietly in writing.
Dr. Uyola frames the day: “This chapter brings us to the end of Dana’s time in the past but not before a final act that changes everything.”
| 3:00–10:00 | Freewrite: Dana’s Voice / Your Voice (Bard W&T)
Prompt: What does Dana lose and claim in this final moment? Choice:
Write as Dana moments before or after stabbing Rufus
OR write as yourself responding to what you’ve just read Optional frames:
“I thought I could bear it until…”
“This act was not about hate. It was about…”
Students write uninterrupted. A few volunteers may read aloud.
| 10:00–22:00 | Close Reading in Pairs: Standoff, Silence, Stabbing Assigned sections:
A: Rufus’s demand that Dana replace Alice
B: Dana’s internal monologue and decision to resist
C: The moment of violence and time travel return
Each pair highlights:
One quote that shows shifting power
One line where Dana chooses herself
One physical or sensory detail that intensifies the scene
Pairs record their thinking on a shared visual chart: Title: “Moment of No Return”
Three sections: Rufus’s Control, Dana’s Line, The Turning Point
| 22:00–28:00 | Quote Gallery & Ethical Inquiry Dr. Uyola distributes quote cards from the chapter (e.g. “I killed him. I had to. I’m not sure why.”) Students silently walk the room, reading all posted quotes.
Quote Cards for Printing – Kindred, Chapter: “The Rope”
Quote 1:
“I killed him. I had to. I’m not sure why.” (from Dana’s reflection after killing Rufus)
Quote 2:
“Rufus’s fingers loosened, and I pulled my arm away from him away from the wall.” (Dana’s description of being transported home in pain)
Quote 3:
“He said that unlike Alice, who, despite growing used to Rufus, never stopped plotting to escape him, I would see that he was a fair master and eventually stop hating him.” (Rufus attempting to manipulate Dana into accepting his power)
Quote 4:
“I could feel the knife in my hand, still in my hand. I had never dropped it.” (Dana after stabbing Rufus)
Quote 5:
“She had done what Alice had never done; she had escaped.” (Dana's reflection on her act of resistance and agency)
Quote 6:
“I was back. Back in my own time. Rufus’s fingers had been around my arm, and now that arm was gone.” (The physical cost of Dana’s final return)
Quote 7:
“He laid the blame for her death on me as though I had killed her.” (Dana on Rufus blaming her for Alice’s suicide)
Quote 8:
“He wanted more from me than I could give.” (Dana explaining the limits of her tolerance)
Quote 9:
“Now that he had lost Alice, he wanted me to take her place.” (Dana’s realization of the full scope of Rufus’s desire)
Quote 10:
“I knew that he wasn’t going to let me go; not willingly.” (Dana’s internal understanding just before her final act of resistance)
Then each student writes one question: What does this quote ask me to think about justice, power, and memory?
Students pin or post their question next to a quote.
Follow-up: Students gather around one quote and its questions to discuss for 3 minutes.
| 28:00–34:00 | Group Synthesis: Justice Map Groups of 3–4 create a map or diagram: “What is Justice in Dana’s World?”
May include:
Quotes
Symbols or metaphors (knife, rope, wall)
Questions without clear answers Dr. Uyola circulates, supporting vocabulary and complexity.
| 34:00–36:00 | Closing Write: Scars & Meaning
FFW (5 min, 10 sentences): What does Dana’s physical injury symbolize? What has she carried and what has she cut away? Students reflect quietly.
Option to write metaphorically or literally. May be collected or saved to digital portfolio.
Differentiation & Access:
Writing choices (Dana’s voice vs. student voice) support multiple access points
Scaffolded quote cards and sentence stems available
Multilingual students may annotate in home language before paraphrasing
Students may express “Justice Map” visually or through words
Assessment (Formative):
Close reading pairs’ visual chart
Ethical inquiry question response
Group synthesis (Justice Map)
Reflective closing write
Next Class Preview:
“Next time, we read the Epilogue but it’s not about closure. It’s about aftershock.
Come ready to ask: What does it mean to come home changed forever?”
Kindred – Class 7 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Text: Kindred by Octavia E. Butler
Focus Chapter: Epilogue
Materials: Student journals or Docs, printed epilogue passage cards, large paper for timelines or identity maps
Lesson Title:
Return & Reckoning: What Remains After History Lets You Go?
Learning Objectives:
I can analyze how Dana and Kevin confront the aftermath of the past.
I can reflect on the meaning of scars, literal and metaphorical as part of history.
I can work with peers to synthesize thematic patterns across the novel.
Standards Alignment:
Danielson 3c: Students engage in complex synthesis of ideas
Danielson 3d: Students reflect and construct meaning across texts
C3 Framework: D2.His.14.9-12 Evaluate the limitations of historical recovery
Common Core: RL.11-12.2, W.11-12.10, SL.11-12.4
Minute-by-Minute Breakdown
FFW (5 min, 10 sentences): Can a wound ever be fully healed if its cause is still present in the world?” Students write a short journal response.
Optional stems:
“The scar Dana carries reminds me of…”
“Some histories end but…”
| 4:00–10:00 | Bard W&T: Return to a Previous Entry
Students find an earlier journal entry from Class 1 or 2 about dislocation, fear, or first impressions. Dr. Uyola prompts: “What would that earlier version of you say now?” Loop: Students write for 4 minutes revisiting that first reaction in light of the Epilogue.
| 10:00–20:00 | Close Reading in Pairs: What the Archive Can’t Say
Pairs read key excerpts from the Epilogue (quote cards below).
Each pair selects:
One quote about memory or loss
One quote about Dana’s scar or the incomplete record
One line that raises a question about Rufus, Hagar, or the past
Pairs then answer:
What truth is missing from the historical record and why might that matter?
Responses recorded on a shared sheet titled: “What History Didn’t Save”
Verified Epilogue Quote Cards (Print or Display)
Quote 1:
“We’d gone to Maryland to try to learn what we could about the people who had owned my ancestors.”
Quote 2:
“I lost an arm on my last trip home. My left arm.”
Quote 3:
“He was described as a devout Christian who died in a fire that destroyed his home.”
Quote 4:
“We never found anything on Nigel or Carrie or Hagar or Joe. They had vanished into the record.”
Quote 5:
“There was nothing left of Rufus’s house. Nothing but the chimney.”
| 20:00–30:00 | Small Group Synthesis: Scar Mapping or Memory Timeline Choice of task:
Option A: Scar Map – Groups create a visual metaphor of Dana’s scar, connecting physical pain to lost histories, emotional trauma, and unanswered questions
Option B: Memory Timeline – Groups plot Dana’s key emotional transformations across the novel, ending with how the Epilogue reframes them
Group shares briefly using gallery walk or shout-outs.
| 30:00–34:00 | Whole-Class Discussion: What Remains? Dr. Uyola facilitates:
“What does Butler want us to understand about history’s trace?”
“Is Dana free now? Why or why not?”
“What is the role of memory when documentation fails?”
| 34:00–36:00 | Closing Write: What Is This Novel Asking of You? Prompt:
What responsibility does the reader have after a story like this? What will you carry from it and why? Students write quietly. Optional submission or digital portfolio save.
Differentiation & Access:
Students choose between visual and written synthesis
Sentence stems provided for writing support
Text excerpts provided in accessible print or digital formats
Visual learners can map scenes or metaphors instead of timelines
Assessment (Formative):
Journal looping entry
Pair quote analysis
Scar map or timeline
Final reflective write
Next Class Preview:
“Next class, we zoom out. You’ll choose a theme from the novel power, gender, history, survival and gather textual evidence in a group gallery project. This is your chance to teach the text, not just read it.”
Kindred – Class 8 Lesson Plan
Course: Bard College Seminar Sequence II Teacher: Dr. Rosie Jayde Uyola
Text: Kindred by Octavia E. Butler
Focus: Thematic Synthesis and Collaborative Interpretation
Materials: Student journals or Docs, poster/chart paper, tape/glue, markers, quote banks (optional), theme handout
Lesson Title:
Thematic Threads: Teaching the Text Through Evidence
Learning Objectives (Student-Friendly):
I can identify and trace a central theme across Kindred using close textual evidence.
I can collaborate with a group to interpret and present my thinking.
I can use visual tools to make my analysis of literature accessible to others.
Standards Alignment:
Danielson 3c: Student-led tasks demand analysis and synthesis
Danielson 3b: Student questioning and discussion drive the learning
C3 Framework: D2.His.14.9-12 Develop explanations about historical and ethical themes
Common Core: RL.11-12.2, W.11-12.9, SL.11-12.5
Minute-by-Minute Breakdown
| 3:00–10:00 | Group Theme Choice & Planning Dr. Uyola presents 5 pre-selected themes:
Power (who holds it, who resists it)
Gender & Patriarchy
Survival vs. Complicity
Time & Displacement
Historical Memory and Loss
Students form groups of 2–3 and select one theme. Each group gets a project handout with the following tasks:
Choose 3–4 short passages that express your theme
Annotate or explain each passage clearly
Add 1 interpretive question per quote for your viewers
Design your gallery visually include symbols, drawings, or key words
| 10:00–28:00 | Gallery Build: Thematic Evidence Poster Groups work collaboratively on their visual gallery.
Supports available:
Pre-selected quote banks for each theme (optional)
Chart paper, markers, glue sticks
Sentence stems for interpretive questions (e.g., “What does this show about…”, “How is this power hidden or revealed?”)
Dr. Uyola circulates with feedback and probing questions:
“Can you make the connection between these quotes stronger?”
“What emotions do you want your audience to feel when reading this?”
| 28:00–34:00 | Silent Gallery Walk
Students walk the room reading each group’s poster silently.
Each student adds one comment or question on a post-it to two different posters.
Students return to their own poster and read what others wrote.
| 34:00–36:00 | Closing Reflection
Prompt: What did another group’s gallery help you see differently about Kindred?
Students write a short exit reflection and may read aloud if time allows.
Sentence Starters for Student Posters
“This quote shows how power can be used to…”
“Dana’s reaction reveals a deeper truth about…”
“Rufus’s actions complicate the idea that…”
“What is Butler asking us to believe about…?”
Differentiation & Access:
Mixed-skill grouping based on reading fluency and participation
Pre-selected quote banks available to scaffold analysis
Visual expression options (color, sketching, symbolism)
Multiple response modalities during gallery walk (written, oral, symbols)
Assessment (Formative):
Poster quality (use of text, clarity of theme, depth of question)
Peer comment contributions
Exit reflection on learning from others
Next Class Preview:
“Next class is your final writing studio. You’ll begin drafting your own interpretive essay or creative response using Writing & Thinking methods. Bring your notes, themes, and ideas.”
Kindred – Class 9 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Focus: Writing & Thinking Draft Studio
Materials: Journals, laptops or notebooks, student quote collections, writing prompt menu, sentence scaffolds, partner feedback slips
Lesson Title:
Draft Studio: Composing Our Final Response to Kindred
Learning Objectives (Student-Friendly):
I can begin drafting a focused, evidence-based written response to Kindred.
I can use Writing & Thinking methods to deepen and clarify my ideas.
I can give and receive peer feedback that strengthens writing and reflection.
Standards Alignment:
Danielson 3c: Students engage in meaningful, sustained academic work
Danielson 3d: Students reflect on learning and writing in progress
C3 Framework: D4.2.9-12 Construct arguments using reasoning and evidence
Common Core: W.11-12.1, W.11-12.5, W.11-12.10, SL.11-12.1b
Minute-by-Minute Breakdown
FFW (5 min, 10 sentences): What is the one moment, quote, or feeling from Kindred that won’t leave you and why? Students write quietly to locate the seed of their essay or project.
Dr. Uyola: “This is where your real writing begins not with the thesis, but with what haunts you.”
| 5:00–10:00 | Prompt Menu & Planning Time Dr. Uyola shares a choice board of response options:
Analytical Response:
Choose one theme (e.g., survival, power, memory) and argue how Butler develops it across the novel.
Creative Response:
Write a monologue, epistolary piece, or poetic sequence from the point of view of Dana, Alice, Kevin, or Rufus grounded in the text.
Hybrid Project:
Combine visual/multimedia art with brief textual analysis (e.g., storyboard of time travel + artist’s statement).
Students select their format and begin outlining or drafting using quote banks, past journals, or posters from Class 8.
| 10:00–25:00 | Writing Studio Time (with Supports)
Students draft freely with soft music, scaffolds, and optional sentence frames (e.g., “This moment reveals…”, “Butler wants us to question…”).
Dr. Uyola circulates with targeted conferences:
“Can you develop this idea with another quote?”
“Where is your voice strongest?”
“What question are you exploring, even if you don’t yet have the answer?”
Writing tools available:
Thesis and topic sentence scaffolds
Graphic organizer (claim → context → quote → analysis)
Bard W&T looping, freewrite, and focused writes
| 25:00–33:00 | Peer Feedback Pods Students pair up and read aloud a paragraph or section of their draft. Partners respond with 2 prompts (on slips or shared slide):
“One thing I admire is…”
“One place you could go deeper is…”
Optional sentence starters:
“I noticed when you said ____, it made me think about…”
“I wonder what would happen if you explained ____ more clearly.”
| 33:00–36:00 | Closing Reflection: What’s Working?
FFW (5 min, 10 sentences): What part of your writing surprised you today or helped you grow as a thinker? Students write quietly for 2 minutes. Share out.
Differentiation & Access:
Students choose writing mode (analytical, creative, hybrid)
Sentence starters and paragraph guides provided
Peer pods assigned with mixed confidence levels
Students may write digitally or by hand
Bilingual glossaries permitted for drafting and feedback
Assessment (Formative):
Drafts-in-progress
Peer feedback responses
Final reflection entry
Next Class Preview – Final Class:
“Our last class will be a share-out celebration. Whether you read an excerpt or describe your process, you’ll take up space as a thinker and creator. You are now part of this text’s history.”
Kindred – Class 10 Lesson Plan
Course: Bard College Seminar Sequence II
Teacher: Dr. Rosie Jayde Uyola
Focus: Final Presentation & Reflection
Materials: Printed or digital student drafts, presentation cue cards (optional), chairs or space for sharing circle, feedback slips
Lesson Title:
Public Thinking: Giving Voice to the Work We’ve Carried
Learning Objectives (Student-Friendly):
I can share my written or creative response to Kindred with clarity and purpose.
I can listen actively and respectfully to my peers’ interpretations.
I can reflect on what it means to think, write, and read in community.
Standards Alignment:
Danielson 3b: Students engage each other in thoughtful discussion
Danielson 3c: Student-led work demonstrates deep learning
C3 Framework: D4.6.9-12 Present arguments and interpretations publicly
Common Core: SL.11-12.4, W.11-12.10, L.11-12.6
Minute-by-Minute Breakdown
“Today we honor the stories you’ve crafted and the questions you’ve carried. You are now part of Kindred’s lineage, the act of reading deeply, writing bravely, and thinking out loud.”
FFW (5 min, 10 sentences): What does it mean to speak about your work in front of others?
| 4:00–30:00 | Student Presentations (2–3 minutes each).
Each student or pair presents a portion of their final work.
Options:
Read a passage from their essay, monologue, or poem
Share a visual piece or symbolic object and explain its connection to the text
Describe the most powerful question or discovery they made while writing
Peer listeners respond silently using slips with the prompts:
“A line or idea I’ll remember is…”
“You helped me see that…”
Dr. Uyola gently moderates timing and offers affirmations throughout. If time permits, students may offer hand-raises for verbal affirmations (e.g., “snap if that resonated”).
| 30:00–34:00 | Collective Closing: Words to Hold Students each contribute one word or phrase from the novel, their writing, or their experience of the course. Dr. Uyola compiles the responses aloud or writes them into a “Word Weave” on the board.
Optional extensions:
Collaborative poem
Class-wide “author’s note” about the meaning of the unit
| 34:00–36:00 | Final Reflection
FFW (5 min, 10 sentences): What have you learned about yourself as a writer, reader, or thinker during this Kindred sequence? What do you take with you from this work?
Students write quietly and may submit or keep in their writing portfolios. Dr. Uyola thanks the class and reminds students that writing never ends, it continues even after the page is full.
Differentiation & Access:
Students choose how to present (reading, explaining, performing, showing)
Notes or cue cards may be used
Dr. Uyola supports anxious students with small-group options or seated shares
Visual or multilingual presentations encouraged for all learners
Assessment (Culminating):
Participation in final share
Reflective writing
Peer feedback slips
Optional full project submission with rubric (if assigned)
Post-Lesson Extension (Optional):
Students publish excerpts in a class zine or gallery
Invite faculty or other students to a second showcase
Submit selected pieces to Bard College’s writing publication