Emphasize that the goal of the work in this lesson is to increase understanding and that hateful or derogatory speech of any sort is not acceptable. Establish or review ground rules for respectful discussion of political dialogue in class.This lesson addresses building and integrating prior knowledge and extending the novel with secondary pieces, but dicussion and instruction on characterization, pacing/plot development, conflict, and theme will enhance students' appreciation of the text. Determine an approach and specific teaching objectives for the reading and discussion of the novel.Be aware of your school and community standards for content and language when making the choice to teach the novel. Become familiar with the novel and all supplemental topics/readings.Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.Ĩ. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ħ. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.ĥ. They draw on their prior experience, their interactions 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).Ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.ģ. Among these texts are fiction and nonfiction, classic and contemporary works.Ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment. This lesson, featuring a high-interest text with an engaging narrator and storyline interwoven with contemporary headlines, allows students to work together to generate deeper background knowledge necessary to set the novel in its complex contemporary context and combines careful reading of multiple, varied nonfiction texts with the centerpiece text of YA.ġ. She identifies as the crucial elements, first, “social interactions create more complex readings of YA literature,” second, books that are chosen “strategically” and “framed…in ways that satisfy the demands…of the latest standards movement,” and last, tasks that develop “the same reading and writing skills they would acquire” reading any other literature, but with a special focus on “connecting their reading to real-world contexts” and supporting them “with tools they can use to continue reading closely, actively, and critically on their own” (9). In Teaching Reading with YA Literature: Complex Texts, Complex Lives, Jennifer Buehler offers a three-part conceptual framework for “an approach to teaching YA lit that promotes love of reading, improving skills in reading, and connecting reading to real-world contexts” (9). Though this lesson focuses on The Hate U Give, a similar approach may be taken with titles such as All-American Boys by Jason Reynolds and Brendan Kiely or How It Went Down by Kekla Magoon, with the specific social issues students research modified accordingly. Students share their learning at key moments during reading and discussion of the novel, followed by work with excerpts from James Baldwin’s essay “Letter from a Region in My Mind” and Ta-Nehisi Coates’ “Letter to My Son.” They then take an interest and knowledge survey to help select the topic for a short directed research project designed to establish context and depth around several aspects of the novel: double consciousness/codeswitching, the Black Panther movement, Tupac Shakur as activist, media portrayal of police violence, and the complexity of gang culture. As part of their study of Angela Thomas’ novel The Hate U Give, students build background knowledge of the Black Lives Matter movement by listening to radio interviews and examining the network's official website.
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