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Afrolatino Poetry + Identity Expression
Afrolatino Poetry + Identity Expression
Katherine Ocampo-Mosquera, Afrolatinizamos Cohort 2023
Objectives and Standards
Objective:
Students will be able to respond to the task through written and/or art form.
Class/Subject/Content:
High School Beginning of the Year Unit (English Language Arts)
English Language Arts Standards: (Based on New York State)
Standard 5:
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Multilingual Learner Standards:
NYSESLAT Target of Measurement: Listening .9–12.1: Students can identify words, phrases, or sentences that signal important aspects of individuals or events, claims or counterclaims, evidence, multiple points of view, rhetorical devices, and/or the message or theme in grade-level spoken discourse.
NYSESLAT Target of Measurement: Reading .9–12.1: Students can identify words, phrases, or sentences that signal important aspects of individuals or events, claims or counterclaims, evidence, multiple points of view, rhetorical devices, and/or the message or theme in grade-level spoken discourse.
Lesson 5: Identity Expression
Topic/Unit:
Identity #1: How does race impact Identity?
Do Now:
Students will answer this question in their notes: Think back at all of the poems we have read, and discussed, and write down some notes on how has race impacted your identity?
I Do:
Exemplar: Teacher will read out loud the Bubble Graphic Organizer.
Rubrics: Teacher will go over the components of how they will get graded for the poem option or the art form option.
You Do:
Independent Work: Students will look over at the feedback of their classmates about when they spoke about themselves in the “Elevator Speech” (see lesson 3 and lesson 4) graphic organizer. Students will identify any similarities with each partner they had, and consider those aspects into your task. You are going to complete a bubble chart to expand more in those aspects.
Independent Work: Students work on their way to complete the task. Students will use their graphic organizer, choose whether they will write a poem or use an art form, and complete the task.
Task: Students will write their own poems and/or art form answering the essential question based on themselves: How has race impacted your identity?
Choices of format to complete the task:
Written: Poem using figurative language.
Art form: Drawing, sketch with a caption using figurative language.
Assessment
Exit Ticket: Look at the rubric that is designated to your task assignment, and go through each category, and score yourself.
Anticipated misunderstandings/misconceptions: Students can get confused with many types of figurative languages, and this lesson focuses on 7 types that are common in most poetry.
Resources and Materials
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