Title of Lesson: Uncle Jed's Barbershop


Given the story, Uncle Jed's Barbershop, students will demonstrate the ability to gain concensus on issues related to the story by completing a group anticipation guide.



Uncle Jed's Barbershop by Margaree King Mitchell

Anticipation Guide Handouts (Appendix A)



1. Give each student an anticipation guide handout (see Appendix A). Tell them to read each statement and mark, in the "Individual" column a positive or a negative. A positive being that they agree with the statement and a negative being they disagree with the statement. Explain that they need to take a stand on each statement and mark them all with a positive or a negative.

2. When they have all marked the "Individual" column, have the students get into cooperative groups of four to six. Define concensus: an agreement of the whole group where no one just gives in, they all completely agree. Within each group they must now come to a consensus, not a majority rules, regarding each statement. Everyone in the group must agree on a positive or a negative for each statement and mark it in the "group" column. Encourage discussion pointing out why they feel the way they do. If they need to further define a statement to gain consensus thatis acceptable.

3. Read the story, Uncle Jed's Barbershop, to the students. Focus their attention on how the author feels about each of then statements. After you have read the story have each student fill in the third column, or "Author" column and check their answers with their group.

4. Discuss the classes feelings about the activity. See if anyone changed their point of view and why. Ask if most of the class agreed with the author or disagreed and why.


Look at the anticipation guides to see if all of the columns have been marked with a positive or a negative. During discussion listen to the comments to see if students have been able to clearly identify their feelings on each statement and share their feelings with the group.