Lesson Plan : Race and Language Politics-8mile

Teacher Name:
 Language Arts

 Explore how Race and Language play an influential role in the formation and pedagogical use of hip hop texts.
 Hip Hop texts raise racial and linguistic themes for class discussions. Sub-topics include authenticity of who teaches these controversial texts in the classroom, the relevance of code switching pertaining to the movie 8-mile and in common-use, and legitimizing AAL ( what Deborah M. Sanchez refers to as African American Language).
 NCTE Standards #3- Students apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts. They draw on prior experience, their interaction with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features(e.g., sound-letter correspondence, sentence structure, context, graphics). #9- Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. #11- Students participate as knowledgeable, reflective creative, and critical members of a variety of literacy communities. NYC Performance Indicators E3b Participate in group meetings E3e Listen to and analyze a public speaking performance. E4a Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work. E6a Critique functional documents with an eye to strategies common in public discourse.
 -Ebonics Test/ *Evaluation method -Pound Cake- Bill Cosby Audio Clip and written passage -PowerPoint -Students have watched the movie 8 mile as preparation for this lesson which will lead into discussion about race and language in hip hop texts
 -Video clips of Katerina Victims and linguistic profiling while applying for housing
Checking For Understanding:
 -Creating a Rubric for the Ebonics test to measure students comprehension.
Teacher Reflections:
 (The Paper)

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