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Lesson Plan: Practicing Black Scholarly Excellence

Mr. Lucky-Social Studies Teacher

Thesis Statement: Black Scholarly Excellence is practiced through disciplined habits that strengthen identity, agency, and academic power.

Learning Objectives (with examples)

• Students will identify key habits of Black Scholarly Excellence by analyzing the Seven Directives. Example: A student explains how arriving 20 minutes early helps them build rapport with instructors and reduces anxiety before class begins.
• Students will demonstrate how disciplined behaviors build agency by connecting directives to real situations. Example: A student describes how attending office hours weekly helped them clarify confusing assignments and improve grades.

Learning Outcomes (with examples)

• Students will articulate how preparation shapes academic identity, shown through written or verbal responses. Example: A student writes, “Reading before class allows me to lead discussions instead of reacting to them.”
• Students will apply at least two directives to their own routines, demonstrated through a personal plan. Example: A student commits to rewriting notes within 24 hours and submitting assignments 48 hours early.

How Students Hold Instructors Accountable

• Use office hours strategically: Bring specific questions, request clarification, and document responses. Example: “Professor, last week you said the rubric would be updated. Can you confirm when it will be posted?”
• Request transparency: Ask for clear grading criteria, timelines, and expectations. Example: “Can you show an example of what an ‘excellent’ response looks like for this assignment?”
• Follow up in writing: Email instructors after conversations to create a record. Example: “Thank you for meeting today. I’m confirming that my revised due date is April 22.”

5E Learning Model

Engage

Students view the Seven Directives poster and respond to: “Which directive would change your academic life the fastest?”

For the poster email: radiotalklr@gmail.com

Explore

Groups analyze short scenarios (e.g., a student who never rewrites notes) and match each scenario with the directive that would improve the outcome.

Explain

Students discuss how each directive represents Black Scholarly Excellence—discipline, preparation, and cultural agency. Teacher clarifies how these habits shift academic identity.

Elaborate

Students create a two‑directive action plan explaining how each habit will strengthen their academic presence and how they will hold instructors accountable.

Evaluate (Formative Assessment)

Students write a one‑paragraph reflection answering: “How will practicing Black Scholarly Excellence change the way I show up and advocate for myself in academic spaces?” Teacher checks for understanding, clarity, and application.

Comments: radiotalklr@gmail.com or 773-809-8594