Lesson 2: Ordinary Moments, Extraordinary Stories, Part 2

Think-Pair-Share

Have students review the previous lesson’s homework and share their answers to the question of why Jason Reynolds writes stories.

• Ask: Based on what you read, why does Jason Reynolds write stories?

Pause for students to discuss.

Say these Directions: Think about an ordinary moment that made you feel seen and understood. Then think about an ordinary moment that taught you something about a friend or family member. Think-Pair-Share responses with a classmate.

• I snapped at my sister when I was really tired, and she didn’t snap back. Instead, she asked if I was OK and suggested I take a nap. I felt seen. The way my mom handled being late for work taught me that she is patient and not too hard on herself when she makes a mistake.

Connection to Today’s Learning

• Say: Jason Reynolds writes stories to help young people see themselves. Feeling seen and understood is important because it helps us feel a sense of community and belonging. Today, we’ll read an article about Jason Reynolds.

Part A: “Writing the Truth: Jason Reynolds and the Power of Being Seen” (RI.6.4) (15 minutes)

This section introduces students to how authors use word choice to shape meaning. The focus is not just identifying literal and figurative meanings, but understanding how those choices help communicate the author’s message about identity and belonging. Consider modeling one clear example and guide students to connect word meaning to the author's purpose.

Read “Writing the Truth: Jason Reynolds and the Power of Being Seen” as a large group, pausing to check comprehension as you read.

Teach: Class Read

Say these Directions: As we read “Writing the Truth: Jason Reynolds and the Power of Being Seen,” look for words that have differing meanings. Think about how the author’s word choices help readers understand the author’s message.

Guide students in understanding the difference between literal and figurative meanings.

• Say: When someone speaks literally, they are giving you the dictionary definition of the words. There are no hidden messages, no exaggerations, and no decorations. It’s just the facts. For example: ‘It is raining.’ Figurative language uses creative comparisons to describe a feeling or an idea. You aren't supposed to take these words at face value. Instead, the author is using "figures of speech" to make their writing more colorful or emotional. For example: ‘The sky cried tears of joy.’

Throughout this lesson, use the graphic organizer to keep track of the literal and figurative meanings of words. Label the columns as follows:

• Column 1: Word

• Column 2: Literal Meaning

• Column 3: Figurative Meaning

Lead the class in an analysis of the article that focuses on word meanings and how the author’s use of these words impacts the reader’s experience.

• Say: In this article, Reynolds shares how the power of stories can be transformative. When something is transformative, it causes a lasting and significant change. A person won’t transform in the literal sense, like an everyday person becoming a superhero. But figuratively, they are different.

• Say: Another example is the word reflect. Literally, reflect means to bounce light back, like a mirror. Figuratively, it means to represent—or mirror—someone’s life experiences. This matters because the author wants readers to understand that books can represent real lives.

• Ask: What are some other examples of words that have literal and figurative meanings?

  • bright, cold, heavy, sharp

Part B: Give One, Get One (RI.6.4, SL.6.1a-c) (15 minutes)

This collaborative routine helps students deepen their understanding of the article by exchanging and refining ideas. The goal is for students to connect figurative language (e.g., “see,” “mirror”) to Reynolds’s purpose and explain how stories help people feel understood. Emphasize idea-building, not just idea-sharing.

Give One, Get One

After students have read the article, complete a few rounds of Give One, Get One using the following questions as guides.

Say these Directions: Circulate and share an idea about the article you read with one classmate at a time. After you share, offer feedback on your classmate’s idea, using the following sentence frame if needed: “One idea I gave was ____. One idea I got was ____.” Jot down both your ideas and those you hear from classmates in the Give One, Get One graphic organizer.

• What does it mean for an artist to “see” young people?

  • It means the artist can relate to young people or imagine what it would feel like to be one.

• How can stories show what matters to us?

  • If a story deals with a situation that I care about, then it will matter to me. If a story is about something that happens in my life, it will matter to me.

• What has to happen to make an ordinary moment worth sharing?

  • The moment just has to mean something to someone in some way. It has to be important, at least a little bit, or different from usual.

This activity reinforces both speaking/listening skills and conceptual understanding of how language shapes meaning. Listen for students making connections between figurative language and the article’s message, and use this as a checkpoint before moving to reflection.

Reflection

This brief reflection helps students synthesize the lesson’s learning by connecting figurative language and personal experience back to the Essential Questions. The goal is not a deeply written response but a clear idea that shows when or how moments become meaningful.

Say these Directions: Use what you learned and discussed today to respond to the prompt, either independently or with a partner.

• Ask: When does an ordinary moment become extraordinary?

  • Optional Sentence Starter:

• “An ordinary moment becomes extraordinary when it is ____.”

  • An ordinary moment becomes extraordinary when it is different from usual.

Instruct students to respond in their Journal on the following prompt:

• What makes a piece of writing interesting to some readers but not to others?