Learning Together
Standard 1: Engaging and Supporting All Students in Learning
1.1 Using knowledge of students to engage them in learning / 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests / 1.3 Connecting subject matter to meaningful, real-life matters
During our first unit, we worked on figurative language in poems and students had practiced with a number of poems by Langston Hughes, Gwendolyn Bennett, and other poets from the Harlem Renaissance. Students practiced identifying different elements of figurative language such as simile, metaphor, and personification. We had explained and provided examples of allusions but realized that a number of the poems we were looking at had allusions that students might not be familiar with. So when it came to practicing allusions we wanted to use a poem or song that students could relate to, luckily the Super Bowl took place the weekend before the lesson. A majority of students had watched the game and seen the ad titled, “Ode to South Central” performed by Anthony Anderson. This ad addressed issues that included social justice, recent political movements, and historical events that shaped the city where the game was taking place. Students were interested in this big social event and enjoyed the various advertisements that appeared during the event. The subject matter that was discussed in the poem was also relevant to the subjects we were going to discuss in our next piece of literature, A Raisin in the Sun. Connecting these ideas to our current events and a recent event that students were interested in engaged them in learning and extending their knowledge.
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs/1.6 Monitoring student learning and adjusting instruction while teaching
This is the second time we used a PAPAS chart for our rhetorical analysis of a TEDTalk. Students were familiar with the chart but I wanted to assess their learning in real-time and help them reflect and internalize the information as a whole class instead of individually. Based on the PAPAS chart from our previous TEDTalk, I knew there were some students who were struggling to conceptualize certain elements in the chart. I decided to adapt the original chart and move to a Padlet. This would allow students to practice their rhetorical analysis while learning from their peers. Implementing this technology to facilitate learning also allowed students to learn from each other, we were able to discuss different answers and help each other understand how some students the thought process they used to understand the TEDTalk. During our review of the responses, I was able to monitor students learning and check for understanding. Having all responses on the Padlet allowed me to make in-the-moment adjustments and adjust the lesson to ensure students understood the different elements in the chart before they wrote their CeESESS paragraphs. Students liked being able to respond online and review the responses of their peers. This platform is also available for students to access at any point later in the unit and review what they have learned.
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
As a class, we listened to A Raisin in the Sun and discussed the various elements of racism and housing discrimination that the Younger’s face as they try to move into a white neighborhood. Additionally, students completed a background information project where they learned about the various policies that were in place during the time that the play takes place. The recording that we listened to did not include a conversation between Ruth, Mama, and one of the side characters so we had students read this section individually and then think critically about the conversation and how it related to the Redlining assignment we completed earlier in the unit. We gave students time to do a think-pair-share before we moved into discussion about the information we learned in the Redlining assignment. During the share part, we discussed the exit ticket questions together as a class. Through our questioning, we encouraged students to consider different perspectives and opinions that were brought up in the discussion and how this information relates to the housing conditions we have today. Reviewing the information in class helped provide students with multiple ways to think about the conversation between the characters and communicate their ideas clearly.
