Scribd
Upload
43 views2 pages

Commenting On T and L

The document discusses a lesson taught by an educator focusing on spoken word and culturally responsive teaching. The educator played CDs of spoken word poems for students and engaged them in group activities to analyze and discuss the poems. Students compared the poems to Griots, oral historians in their culture. Students then worked in groups to create their own spoken word poems reflecting on their experiences and culture. The educator emphasized allowing students to connect lessons to their own lives and cultures to actively engage them in learning.

Uploaded by

api-532697584
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
43 views2 pages

Commenting On T and L

The document discusses a lesson taught by an educator focusing on spoken word and culturally responsive teaching. The educator played CDs of spoken word poems for students and engaged them in group activities to analyze and discuss the poems. Students compared the poems to Griots, oral historians in their culture. Students then worked in groups to create their own spoken word poems reflecting on their experiences and culture. The educator emphasized allowing students to connect lessons to their own lives and cultures to actively engage them in learning.

Uploaded by

api-532697584
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Maria Michael

9/10/2020
Dr. Mortenson
EDU 1055
Commenting on Learning and Teaching

Essential knowledge is very important to emphasize in the classroom. As an educator I want


my students to think about their families and communities. Students become politically aware
members. Spoken Word is something I want my students to be aware of. My students learned
that spoken words relay a message. I want my students to realize that spoken words can be
related to their everyday lives and not just used in the curriculum. My students were engaged
by exploring the Griot and it connects to today’s culture. Finding different spoken words about
different cultures will have my students feel freely to talk. I have talked about exploring griots
in my class because my students are older. My students have prior knowledge about this
concept and can even relate to the griot. I decided to write down the word “Griot” on the
board. By doing this student are able to have a quick thought about what this word means to
them. In this lesson my students were able to take how they live their lives and compare it to
Griots. For my students this was a great culturally responsive teaching lesson. Students will be
able to answer my questions based on essential and prior knowledge.
Adding student’s culture and prior knowledge into the curriculum will make students engage
more in the classroom. Students will already have prior knowledge about poems and other
types of spoken words. When I played the spoken word on the CD for the students, I explained
that literature isn’t always about a person, it can be about a place. The CD of the last poets
mentions about history and After, my students said that they immediately were able to analyze
what the spoken word symbolizes. Picking significant spoken word was important to me
because the setting was in New York and the students were able to relate. I asked students,
“how do teenagers dress now?” and students had an acceptable response. The reason they had
an acceptable response is because it is something, they are interested in. The interpretation
made by one of my students was that rappers create music to tell a story. Another one of my
students mentioned that Griots are like writers. They explained that writers take their
experiences and write them down. They also came to the realization that they are sort of like
griots because of the way they dress. I have made it known to my students that Griots are a
form of recording an event and you are able to express it in writing. The students seemed very
comfortable talking to their partners about New York because they are very familiar and could
relate to it. Students were able to identify that they were all griots from their style. Another
significant CD I picked out for my students was based on a group singing about Harlem. After
they listened to the CD the students, I asked to see what words stood out to them the most. I
wanted my students to identify key words. The words “digging” and “dude” stood out to them
the most. The reason for this is because they are familiar with those words and many people
their age use those words.
Students worked in groups to compare and contrast their reflections on the spoken word. By
working in groups, it helps students to get thinking more. Just like griots I want my students to
tell a story. I asked my students to come up with poems. Students are able to take what they
just learned about Griots and relate it to modern day society. I separated my students into
groups. Each group was the subway, the hallway, the bus, and downtown. The students seemed
very comfortable talking to their partners about New York because they are very familiar and
could relate to it. Students were able to identify that they were all griots from their style. The
groups discussed about politics, styles, and the use of language that teens use. Students were
able to construct their poems based on the CDS they just listened to. In the article “Culturally
Responsive Teaching in Today’s Classroom” it explains about creating a student-centered
classroom. This provides students to learn about one another and ask questions. Students at
the end of their group work each came up with a spoken word about themselves. This makes
them feel at home in the classroom and comfortable around peers. Actively engaging students
in learning with lessons that are relevant and compelling. It even helps the students learn
about the different cultures. As a teacher going around and talking to students one on one in
groups captures their attention. Asking different questions and using repetitive language to
students helps them to start thinking deeply about the spoken word topic. In the second
spoken word topic I try to use the same questions asked from the first spoken word. In the
article “How Meaningful Repetition of Language Supports Comprehension and Acquisition” it
states that we can hear patterns in how questions are being asked and answered.
My students are all skilled at taking good notes and have a strong vocabulary. As a group
they are able to compare and contrast their notes. Students were given a different topic to
evaluate as a group. Each student justified their responses about New York and the journey in
the spoken word. They were able to summarize the second spoken word very well. In the book,
“This is Your Brain Culture” it discusses the reticular activating system (RAS). It states that the
RAS is responsible for alertness and attention. The RAS plays a substantial role in culturally
responsive teaching. As mentioned in the book, it directs the learner’s attention at the
beginning of the task. The quote “To empower dependent learners and help them become
independent learners, the brain needs to be challenged and stretched beyond its comfort zone
with cognitive routines and strategy” describes that students can have weaknesses and have
challenges. This allows them to make mistakes that they will learn from. My students had the
experience to meet one of the authors of the last poets. The author explained to my students
that poetry is expressive and sacred. He explains that he comes up with poetry that no one else
can come up with. The students got the chance to share their poems. The author provided my
students great feedback!

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy