Standards:
ELACC9-10W3: Write narratives to develop
real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
ELACC9-10W4: Produce clear and coherent
writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
ELACC9-10RL2: Determine a theme or
central idea of text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
Opening Warm-up AND/OR Activator (highlight
one):
Watch “I Can’t Read” by Lamont Carey
Quick Write: What message is Lamont
Carey trying to send? (Discuss: What you
can and cannot do does not define who you are.)
Work Session:
Unit Overview: Discuss the idea of
identity through poetry and the text Bronx Masquerade. Introduce and explain
unit project (poetry anthology).
Journal: To begin considering your
identity, draw a line down your paper.
On the left side, make a list of what you do well. On the right side, make a list of what you do
not do well. After students write, ask
them to think, which list is most important when you think about who you
are? Respond to the question, What
defines you?
Class Discussion: How can stereotypes
hold you back in life? Teacher will
challenge students to think of examples of times when someone’s expectation of
them (pre-conceived opinion) may have held them back from doing something.
Activity: Personal Bumpersticker –
Students choose a stereotype or pre-conceived opinion that may hold them back
in life, and create a bumpersticker with a slogan that indicates that they do
not meet this expectation.
Closing/Summarizer:
Students share bumperstickers.
No comments:
Post a Comment