Exploring Immortal Life

Grade 9-12 | Duration: 60 minutes | Class size: 25

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Overview

This lesson introduces students to The Immortal Life of Henrietta Lacks by Rebecca Skloot, focusing on Chapters 1-3. Students will analyze narrative techniques, vocabulary, and thematic content while practicing close reading and critical thinking skills aligned with the GA INSPIRE ELA standards and Common Core State Standards.

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Learning Objectives (I Can Statements)

• I can analyze the author’s purpose and point of view in Chapters 1-3. (9–12.T.C.1, 9–12.T.C.2)
• I can determine the meaning of domain-specific vocabulary and figurative language in the text. (9–12.L.V.1)
• I can identify how the author structures the narrative to reveal key ideas and themes. (9–12.T.T.2, 9–12.T.T.4)
• I can use textual evidence to support my analysis and personal reflection. (9–12.T.SS.1)
• I can evaluate the impact of historical and cultural context on the story. (9–12.L.GC.1, 9–12.L.GC.2)

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Success Criteria

• I can clearly explain Skloot’s purpose for writing about Henrietta Lacks in the opening chapters.
• I can define and use new vocabulary relevant to the scientific and historical context.
• I can trace the narrative techniques that develop the story’s themes (e.g., ethics, medical research).
• I can find and cite evidence from the text to answer questions and support opinions.
• I can connect events in the text with African American history and ethical issues in medical research.

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Materials and Resources

• Copies of The Immortal Life of Henrietta Lacks (Chapters 1-3)
• Dyslexia-friendly version of excerpts (large font, sans-serif, spaced for readability)
• Vocabulary list with definitions and visuals
• Projector to display guided questions and anchor charts
• Student notebooks/journals
• Printed quiz on Chapters 1-3 (5-7 multiple choice & short answer questions)

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Lesson Activities Timeline

Time	Activity	Description
0-10 min	Warm-Up & Vocabulary Introduction	Activator: Think-Pair-Share — “What do you know about cells, science ethics, or medical research?” Introduce 6 key vocabulary words (e.g., immortal, biopsy, ethics, tissue culture). Use visuals and real-world examples. Dyslexia-friendly handouts provided.
10-25 min	Guided Close Reading—Chapters 1-3	Read excerpts aloud in pairs (peer support, alternating readers). Annotate text highlighting author’s purpose and narrative techniques (voice, point of view). Teacher projects guided reading questions focusing on character introduction, scientific themes, and historical context.
25-40 min	Discussion & Textual Analysis	Whole-class Socratic Seminar-style discussion: How does Skloot build empathy for Henrietta Lacks? What ethical questions arise in these chapters? Students cite page numbers to support their points. Use graphic organizer to capture ideas linking text to historical context.
40-50 min	Differentiated Independent Practice	Students choose one:

• Write a paragraph explaining Skloot’s purpose and one theme in the chapters.
• For advanced learners: Compare Skloot’s narrative style to another nonfiction work they know, using textual evidence.
• For students needing extra support: Use sentence starters and vocabulary word banks to craft responses. Dyslexia-friendly reading options available for review. | | 50-60 min | Quiz & Reflection | Administer short quiz on Chapters 1-3 (assessment aligned with standards). Exit Ticket: Write “One thing I learned about ethics or science from these chapters” and “One question I still have.” |

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Differentiation Strategies

• Visual Learners: Use graphic organizers, vocabulary visuals, anchor charts.
• Auditory Learners: Pair reading aloud, group discussions, and read-aloud excerpts.
• Dyslexic Learners: Provide dyslexia-friendly text versions, audiobooks, and targeted vocabulary instruction.
• Advanced Learners: Extension activity comparing author’s style and themes to other nonfiction texts.
• Struggling Readers/Writers: Sentence starters, guided notes, peer support, and extra vocabulary scaffolding.

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Extension Activities for Advanced Learners

• Research the HeLa cell line’s scientific impact and ethical controversies; present a persuasive speech on informed consent.
• Write a creative narrative from Henrietta Lacks’s perspective, integrating historical facts and personal reflection.
• Analyze the book’s narrative structure throughout multiple chapters to identify shifts in tone and point of view.

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Assessment

Quiz on The Immortal Life of Henrietta Lacks Chapters 1-3

Sample Questions:

1. What was the author’s primary purpose in writing the first three chapters?
   a) To explain scientific techniques
   b) To introduce Henrietta Lacks and ethical issues
   c) To give a detailed biography of Skloot
   d) To discuss cancer treatments

2. Define the term “immortal” as used in the context of the chapter.

3. How does the author use Henrietta’s story to discuss larger themes about medical ethics? Provide two examples from the text with page references.

4. Why is the historical context important to understanding the story?

5. Identify one figurative language example Skloot uses and explain its effect.

(Students write brief responses, demonstrating comprehension and analytical skills aligned with learning objectives.)

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Reflection & Teacher Notes

• Monitor student participation in discussions to gauge conceptual understanding.
• Adjust pacing to allow more time on vocabulary or discussion as needed.
• Collect Exit Tickets to inform follow-up lessons focused on ethical dimensions in scientific research.
• Use quiz results to differentiate further reading or support.

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This lesson plan integrates meaningful scientific and ethical inquiry with literary analysis, meeting GA Inspire and Common Core standards while supporting diverse learners to engage deeply with an important nonfiction text.