Hip Hop Goes Global - Bell English Departmentbellenglishdepartment.weebly.com/uploads/4/7/2/7/...• Hip hop has become popular because… People like money, the clothes are cool,

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TEACHER VERSION GRADE 9

Reading Selection for This ModuleMcBride, James. “Hip Hop Planet.” National Geographic Apr. 2007: 100-19. Print.

Module Description“Hip Hop Goes Global” was designed to introduce ninth grade students to some of the basic skills, reading strategies, and processes of the Expository Reading and Writing Course modules. This single-article module is intended to be taught at the beginning of the year and will likely require six to eight instructional days during the first semester. The final assignment is a summary and response of the article students will read in the format of a letter to the author.

Module BackgroundThe text in this module represents the essay genre on a topic that is typically highly engaging for this grade level. While many students will know famous hip hop and rap artists, and their music, it is likely that many will not be as well versed in the continually expanding global reach of the hip hop sub-culture, as well as the perspective of viewing it as a cultural art form. Some may not be aware of how hip hop even began.

Drawing upon the viewpoints of a well-known writer who shares his perspectives on the power and place of hip hop in the world, the expository text presented here offers an opportunity for students to gain a foundation in learning, and practicing foundational skills and strategies in working with expository texts.

The text comes from James McBride, writer and music composer. He has written for many well-known newspapers, including the New York Times, Boston Globe, and Washington Post. He is most well-known for his 1996 memoir, The Color of Water. “Hip Hop Planet” first appeared in National Geographic in April

Hip Hop Goes Global: Is Hip Hop Simply Music or Something More?Developed by Sayuri Shimada Revised by Micah Jendian

Acknowledgments

The contents of this curriculum module were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Funding was provided for the initial development of this curriculum module by the Merced County P-16 Education and Community Council through an Advanced Placement Incentive Program grant.

Additional funding was provided by The California State University. Funding was also provided by the Fresno County Office of Education through an Investing in Innovation Development Grant, including these foundation partners: The Rosalinde and Arthur Gilbert Foundation, The William and Flora Hewlett Foundation, Walter S. Johnson Foundation, California Community Foundation, and James Irvine Foundation.

2 | HIP HOP GOES GLOBAL CSU EXPOSITORY READING AND WRITING MODULES

GRADE 9 TEACHER VERSION

of 2007 and was included in Best African American Essays in 2009. In “Hip Hop Planet,” McBride begins with a nightmare scenario, describing his potential shock should his daughter ever bring home her future husband who happens to be a rapper that McBride would quickly identify as having a “thug attitude.” Realizing his own hypocrisy were he to pass such judgment, he continues by reflecting on how he shut out what was to become the hip hop revolution because he felt it represented something of which he did not want to be a part. As he confesses to feeling regret over missing “the most important cultural event” in his lifetime, he forwards his claim that hip hop must not be ignored, and that we must listen to its message in order to understand the youth of the world today. Students will have the opportunity to question what impact hip hop has had on the youth of today and to ponder what it is that has made hip hop go global.

You may want to collect baseline information on students’ level of proficiency with regard to the expectations of the ERWC curriculum. The students’ summary and response letter, which culminates this module, can serve that function. You may also choose to administer an on-demand writing prompt, which can be used to determine areas of instructional focus in future modules when it comes to the rhetorical writing and essay revision process.

Module ObjectivesDrawn from the Common Core State Standards, the module targets the skill areas below.

Students will be able to • Identify the subject, author, audience, purpose, occasion, and tone of a text • Identify the main ideas, including the author’s main argument or claim within a text • Explain the content and purpose within paragraphs of a text • Evaluate the credibility of the overall text • Provide an objective summary of the text in a concise and accurate manner • Respond to the text by taking a position and supporting it with specific reasons and examples • Apply annotation strategies to understand the structure, purpose, and content of a text • Explain and complete the steps within the rhetorical reading process

Note: The activities for students provided in the Student Version for this module are copied here in the Teacher Version for your convenience. The shaded areas include the actual activities the students will see. The use of italics in the shaded areas generally indicates possible student responses and may be interspersed with notes to the teacher that are not shaded. If there are notes to the teacher within the shaded areas, they are indicated by italics and parentheses.

CSU EXPOSITORY READING AND WRITING MODULES HIP HOP GOES GLOBAL | 3


Reading RhetoricallyPrereading

Exploring Key ConceptsIn this Sentence Stems activity, students will use background experiences to connect with the topic of hip hop. The activity will help all learners engage with the topic while they are free to walk around the room. Additionally, it is also a way to allow students to think about possible responses to various concepts that will be presented throughout the module. In responding to the various stems, students will have the opportunity to voice their ideas, reflect on their background experiences (if any), connect with the topic, and be exposed to key concepts. If you choose not to have your students walk around, you may reach the same outcome by presenting the statements on a handout and asking students to complete them at their seats.

Materials needed: large pieces of butcher paper, one marker per student, one sheet of binder paper per student.

Write the bulleted statements from below on large pieces of paper, and post them in different areas of the room. (The italicized statements are examples of potential student responses and should not be included for the students.) Leave plenty of space for students to be able to respond. There should be roughly three to five students at a time responding to the stems at each poster, depending on the size of your class. • When I hear the phrase “hip hop,” I instantly think of…

P. Diddy, dance videos, bling, cars, clubs, sagging pants

• Hip hop is mostly about…Music, voice, expression, art, money

• Hip hop started …I don’t know, with music, with ideas, in New York, with rappers

• Hip hop has become popular because…People like money, the clothes are cool, teenagers like it

• If there is one thing that makes hip hop unique, it’s the fact that…Everyone knows it, it’s all over the world, it’s lasted so long

• Hip hop’s purpose is to…Educate, sell records, make money, change people’s thinking, flow, tell about the hard times

• Hip hop is best understood by…Kids, teens, the public, artists, gangstas

• I think most people, adults, and teens, would agree that hip hop is…Here to stay, powerful, everywhere, influential

The strategies in this section of the ERWC are designed to prepare students in advance of reading increasingly complex and sophisticated texts. These brief, introductory activities will prepare students to learn the content of California’s Common Core State Standards (CCSS) for English Language Arts (ELA) and Literacy in the sections of the template that follow.



Have your students take a marker and freely respond to the sentence stems, aiming to respond to each one by the end of the time limit. You may ask students to initial their comments or allow them to respond anonymously. Students should perform the task without discussing the stems but responding quietly by writing their responses on the poster. The idea is that students have the time and space to read other comments while having a chance to express themselves without being influenced by peer discussion.

After the students have had a chance to complete most stems, they should take a final gallery walk around the room and read the different responses.

Activity 1: Exploring Key Concepts—Sentence Stems Gallery Walk

Using your marker, roam quietly around the room, and respond to the various sentence stems (or beginnings of sentences). Try to complete them all with whatever initial and appropriate thoughts come to mind. Take time to read others’ responses as you go around writing your own.

Wait until the next part of the activity to discuss your responses.

After you complete the stems, take a gallery walk, and take note of responses that stand out to you in some way. What do you see that makes you confused? With what do you agree? With what do you disagree? What do you want to know more about?

Jot down two to three of the ideas that stand out to you when you return to your seat.

In Activity 2, students will use examples and personal observations on a topic to share information with peers and practice active listening skills.

After concluding Activity 1, each student should choose a stem and response that stood out in some way. The response could be something with which the student agreed or disagreed. It could be something that the student connected with or something that the student did not understand.

Students should write down the stem and the idea they would like to share with their partner on a sheet of paper. This paper will be used for the quickwrite activity to follow.

For the activity, announce the start and stop times, and let the students know when to switch partners. After the activity, students may have reflections on the ease or difficulty of expressing ideas on demand. This may be an opportunity to talk about what was easy and/or difficult about it and why.

Activity 2: 60/60 Pair Share

You will now discuss what you wrote and read on the hip hop sentence stems. With your partner, decide who will be Partner A and who will be Partner B.



Partner A’s name: _______________________________________________

Partner B’s name: _______________________________________________

When the time starts, Partner A will talk about his or her chosen sentence stem for 60 seconds. Continue talking, coming up with opinions and thoughts and reasons and examples on the topic without stopping anytime during the 60 seconds. While Partner A is talking, Partner B’s job is to actively listen. When the minute is up, you will switch and do the same while Partner A listens and Partner B speaks.

Activity 3 may be used as an optional closing or extension activity to Activities 1 and 2 depending on the pacing of your lessons and activities within this module. Students will use the information gathered in whole class and pair-share activities to synthesize ideas from the previous activities.

Have students use the same piece of paper where they took their notes for the pair share. Students will now choose one of the sentence stems and respond in detail, using personal experiences, examples, or reasons to expand upon the key concept.

Activity 3: Sentence Stem Quickwrite

Choose one of the sentence stems, and complete a quickwrite in which you use personal experiences, knowledge, and observations to expand upon the main idea you’ve chosen. You may use your peers’ ideas from the sentence stem posters or ideas from the 60/60 Pair Share to help you write your reflection.

When I hear the phrase “hip hop,” I instantly think of…money. I know hip hop is more than about money, but it seems like every time I see an artist, there’s always a focus on cars or big houses. But, sometimes I notice that some songs focus on fun and good times or about making people feel hopeful. One of my favorite songs by Tupac was about keeping your head up and believing that things can get better. Another thing I think of when I hear hip hop is about how it is controversial. It seems like young people get it, but older people take it too seriously. I think there are many different types of hip hop and some of it is about violence. But, some songs like the ones by Common or Talib Kweli are about the world. I think hip hop is probably the most popular music out there because there are so many different kinds.



Getting Ready to ReadIn Activity 4, students will connect prior knowledge and experience to respond to a core question.

Activity 4: Getting Ready to Read—Quickwrite

Write a journal entry in which you reflect and respond to the following prompt:• What influence does hip hop have in our society or in our world?• What is its message?• Is it just music or something more?

Respond to these questions with examples from your own experience and observations.

Allow students to share their responses.

Important: Save the quickwrites so they can be used for one of the closing activities.

Activity Extension: You may choose to show images of various hip hop artists and images associated with the hip hop subculture, including fashion, graffiti, and political statements, etc. This type of slideshow may assist some students in considering different perspectives, and it might provide some students with additional schema to stimulate thought for the prereading part of the process.

Understanding Key VocabularyIn the following activity, students use a vocabulary scaffold to focus on key vocabulary within the text, and later, use the vocabulary in their responses to the text. Rather than looking up definitions, students will be provided straightforward definitions of the words that they will explore more thoroughly with a Vocabulary Scaffold Organizer. Students will use words from this organizer in the culminating activity of the module.

The following list of words and definitions is divided into two parts. The first part includes words that will be the focus of the vocabulary activity. The second part contains words that are likely to be more familiar to a student or that may not be as frequently heard or used on a day-to-day basis. Provide instruction for these words as needed to support your students’ understanding of the text.

The strategies in this section of the ERWC are designed to prepare students in advance of reading increasingly complex and sophisticated texts. These brief, introductory activities will prepare students to learn the content of the CCSS for ELA/Literacy in the sections of the template that follow.

Language4. Determine or

clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.a. Use context

(e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult general and specialized reference materials (e.g., college-level dictionaries,



Word Meaning

Words addressed in the activity

credibility (noun) worthy of belief or confidence; capable of being believed

permeate (verb) to pass into or through every part of something

linger (verb) to hang around for a while

embrace (verb) to hold or hug, to welcome something openly

legacy (noun) heritage, powerful story that a person or people leave behind

Other words

hypocrisy (noun) the act of pretending to have morals or beliefs that you really don’t have or practice

defiant (noun) marked by resistance or bold opposition, as to authority; challenging

enigma (noun) a puzzling situation that can’t be explained

clarion (adj.) clear and ringing like a high trumpet sound

moral (adj. or noun) being able to take actions that show you know the difference between right and wrong

The Vocabulary Scaffold Organizer offers a variety of ways for students to engage with the vocabulary, including statements of meaning (in the student’s own words), examples of how the word is used in the text, and examples of personal connections with the word. Students can use personal experiences or observations to make connections with the word and establish a familiar context. This portion of the organizer can be made more or less challenging based on a student’s level. Lastly, the final column includes sentence frames to help students correctly use the word in a context that may be different from the topic of the module.

rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. CA

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Activity 5: Understanding Key Vocabulary

In the following Vocabulary Scaffold Organizer, the vocabulary words and their meanings are provided for you. Give an example of the word in your own words and complete the example sentence.

Vocabulary Scaffold Organizer

Word (part of speech) Meaning

Examples(What it is, Where I see it, What pictures

come to mind)

Example Sentence

1. credibility(noun)

Worthy of belief or confidence; capable of being believed

Experts have it. It’s about being professional.

Text: “They had no journalism degrees. No money. No credibility. “I think of doctors, lawyers, and researchers.

___________ has a(expert’s name)lot of credibility in the field of______________.(area of expertise)

2. permeated (verb)

Leaking into, or spreading through, reaching many places

When something reaches far and wide.

Text: “… in every society it has permeated.”

YouTube, Twitter, iPods, Coca Cola

The style trend of _______________has permeated through teens who like _____________.(specific example of trend stated above)

3. to linger (verb)lingering (adj.)

To stay around, or hang around for a while

Ideas linger, guilt lingers, thoughts linger, ex-boyfriends/girlfriends might linger

Text: “The rap artists come and go, but the conditions that produced them linger.”

A bad cold

I kept having a lingering feeling I would be called back to play on the team, since _______________.



Word (part of speech) Meaning

Examples(What it is, Where I see it, What pictures

come to mind)

Example Sentence

4. to embrace (verb)

To hold, or hug, or welcome someone or something

It’s acceptance.

Text: “I have come to embrace this music…”

Things I embrace: my values, my family, my dreams

I find that it’s easy to embrace the ideas of my friend ______________,(friend’s name)when he/she talks about _________________________.(topic where you and your friend tend to agree)

5. legacy (noun)

The heritage or powerful story that a person or group of people leave behind

A long story. Its history and heritage.

Text: “… that is our generation’s legacy.”

My grandmother left a legacy since she brought us all together.

____________ left a(person’s name)legacy because of how influential he/she was as a(n) _____________.(career title/role the person held)

Your choice:6.

Surveying the TextSurveying the text will allow students to use key features of the text to begin assessing the validity and credibility of the text and its source. In Activity 6, students acquaint themselves with the basic structure of the text and any unique features. It also allows them to consider the source of the text, which is often an important step in assessing the writer’s credibility. The activity may be completed by each student, in partners, in groups, or as a class.

Activity 6: Surveying the Text

Discuss and write down answers to the following questions (as a class, with a partner, or in a small group):

Reading – Informational Text5a. Analyze the use of

text features (e.g., graphics, headers, captions)… CA



• Read the source notes at the end of the text. In what publication was this text published? What do you know about the source? Is it credible?

• Read the background information about James McBride. Given this information, what can you expect from the piece? Why?

Making Predictions and Asking QuestionsIn this activity, students will make predictions about the text by scanning key areas of the text. Making predictions will allow students to connect any of their own experiences, knowledge, or observations to their first impressions of the text. Students will need to refer to this activity after the first reading.

Activity 7: Making Predictions and Asking Questions

Complete the following Discussion and Prediction Chart with your partner by reading and then discussing each question. Then, come to an agreement on some common predictions. Take turns reading the questions aloud, and alternate who responds first to the questions. As your partner responds, take notes in the right column.

Discussion and Prediction Chart: Hip Hop Planet

Question What I think What my partner thinks

Title:

Based on the title, what do you think you will be reading about?

The title doesn’t give us much information. I don’t think the writer is stating a position, but I do think he’ll talk about hip hop and how its influence is all over the world.

How hip hop is changing the world

Paragraph 1:

What does this paragraph tell you about how McBride feels about hip hop?

It seems like he doesn’t know how he feels. It’s like he sees himself in the young rapper, but he doesn’t want to face it. It’s almost like he feels hip hop isn’t good music so he doesn’t want to give it any credit.

He doesn’t like it, or he didn’t used to like it.He doesn’t consider it real art or music. He sees rappers as thugs.

The strategies in this section of the ERWC are designed to prepare students in advance of reading increasingly complex and sophisticated texts. These brief, introductory activities will prepare students to learn the content of the CCSS for ELA/Literacy in the sections of the template that follow.



Paragraph 1:

What does McBride realize in this nightmare scenario?

McBride realizes that even if he doesn’t view it as real music, that it’s “ruling the world.” He realizes that even if he doesn’t love it, it has a strong hold on the youth and that he has to pay attention to it. The fact that his nightmare is about his daughter marrying a rapper lets us know how much he is not accepting of the hip hop culture.

Hip hop is a nightmare to him, but maybe he needs to listen to it and give it a chance. He knows that he listened to music his parents didn’t regard as good music at the time.

Paragraph 1:

What do you predict McBride will discuss in his essay?

I think he’ll talk about how he realized hip hop is real and powerful music and more than just music. I think he’ll talk about how he was mistaken, and how he judged hip hop based on stereotypes.

He’ll talk about how everyone listens to hip hop, and how adults need to respect it for being the voice of the youth and of a new culture.

Last Line (12):

What do you think McBride might be referring to? Can we…what? Make a list of possible endings to the question based on the topic.

Can we understand hip hop?Can we admit hip hop is here to stay?Can we share hip hop with the world?

Can we learn more from other countries?Can we work together to use hip hop for something positive?Can we move away from violence?

What We Think (three sentences): We think that James McBride will discuss how…

Nobody can ignore hip hop or not recognize it as a powerful form of music. He will talk about how no matter what music you like that you can’t escape hip hop. He might talk about how it’s not just music, but how it’s also part of our lives, our fashion, and our manner of communication. We think he’ll talk about famous artists to prove his point.

What We Wonder: Three questions we have for McBride

1. Why is hip hop so popular?2. Why did hip hop scare you so much?3. How is it influential in other countries?



Have students share ideas from What We Think or What We Wonder as a way to bring closure to the prereading portion of the module.

Extension Option: If the timing works out, you may choose to have the students share their three questions on an Exit Ticket as they leave class from this lesson. Then these tickets can be used as part of a review for the next day’s lesson.

Reading

Reading for UnderstandingFirst, students should read for understanding. What the students learned during the prereading activities (quickwrites, vocabulary, predicting, etc.) should help them better comprehend the reading. At this point, they should try to agree with what the writer has to say. This is referred to as reading “with the grain.” In this exercise, students will highlight main ideas that help them understand the basic elements of the article.

For many students, having a purpose for interacting with the text helps them to focus. Activity 8 will help students understand that they are reading with a specific purpose in mind.

It may be helpful to model the reading and highlighting process. For the initial reading, have the students participate in a think-aloud for the first several paragraphs. This way, students can see how to pace their reading and see a model of the phrases and sentences that can be highlighted as main ideas.

Activity: 8 Reading for Understanding

1. Highlighting with a Purpose

Now you will finish reading the rest of the essay. As you read, highlight any main idea phrases or sentences.

Remember: Main ideas are general statements that highlight the most important ideas in a piece of writing. Main ideas are what the examples, reasons, or evidence help explain or prove.

2. Reviewing Predictions

Refer to your discussion and prediction chart.• Which of your predictions turned out to be true?• Did McBride answer any of the questions you asked?

Reading – Informational Text1. Cite strong and

thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.



After the students finish reading, you will introduce them to a basic strategy for identifying key elements of an expository text: SOAPSTone. The capitalized letters refer to major text components: Subject, Occasion, Audience, Purpose, Speaker, and Tone. Students will find this strategy helpful when writing summaries. You will be able to use SOAPSTone to quickly determine whether or not a student has grasped the basics of a text.

If this strategy is new to you and/or your students, it can be introduced by using advertisements as examples. Students usually are able to identify the SOAPSTone elements in ads for products such as bathroom cleaners, kids’ cereals, cell phones, or cars quite easily. Use this practice as a transition into a discussion of how writers also use these elements.

For Activity 9, students will use the side-by-side SOAPSTone chart as a way to compare the essay to the SOAPSTone elements. Later, the information from their SOAPSTone charts will help them write a summary of the essay and a response.

Activity 9: Analyzing SOAPSTone Elements

Complete the following SOAPSTone chart noting subject, occasion, audience, purpose, speaker, and tone for McBride’s article. When you are done, check your answers with a partner. Add or revise information as necessary.

Text Component “Hip Hop Planet” by James McBride

Subject

What is the subject or topic of the piece?What theme or big idea do you see?What is this piece about?

How hip hop is the music of history and present day, and how we must all pay attention to it to understand today’s youth

Occasion

What event or occasion do you think caused the author to write this piece?

His nightmare

Audience

To whom is the author writing? How do you know?

The general public—he doesn’t reference any specific group, and it almost seems like it’s for the world to hear



Text Component “Hip Hop Planet” by James McBride

Purpose

What does the author want you to believe or understand?

What is the purpose of the text? (choose one):• To educate or inform (if the

author’s position was neutral)• To persuade or convince (if the

author’s position was negative or positive)

• To reflect on an important event or idea (poetry, personal narrative).

At first, it seems like he is reflecting, but then it also seems like he’s trying to persuade people to listen to the message of hip hop, and not write it off as just violence or just for kids.

Speaker

What do we know about the speaker?How does his background affect his point of view on the subject?

He is a very accomplished writer. He has written for a lot of well-known publications. I think he has a world-perspective. He must be very well-educated. He has a lot of credibility.

Tone

What is the attitude of the speaker or writer as revealed by the choice of vocabulary?Tone words: academic, formal, informal, sarcastic, humorous, informative, reflective, persuasive, casual, argumentative, passionate, cautionary, condescending, respectful, etc.

His tone is not too serious or formal, but very passionate. He really cares about the topic. He uses personal stories. He is slightly casual.

Annotating and Questioning the TextWhen rereading the text, it is helpful for students to understand how the purpose for reading changes from the first reading to the second reading. In the first reading, they are reading to understand the text and confirm their predictions. In the second reading, they are reading “against the grain.”

At this point, it may be sufficient to explain to the students that a second reading is when they may begin questioning the points made in the text, evaluating the evidence, and making judgments about the credibility of the piece. In other words, what is the author’s main point, and how does he make

Prerequisite Grade 8 Standard: Reading – Informational Text1. Cite the textual

evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2. Determine a central idea of a text and analyze its development



it? What is the author saying, and what does he mean? What does the author value, and how can you tell?

Annotation is an important step in learning to question a text. By annotating, students learn to identify how specific words, phrases, sentences, and paragraphs function in the text. They identify the content and purpose of text pieces and their own reactions to them. To begin, students will complete a guided annotation.

Activity 10: Annotating and Questioning the Text

Annotating the text is a way of making sure you understand the most important parts of a text. The word “annotation” includes the Latin root “not/nota,” which means “to mark or sign.” In this case, you are marking the text. Once you understand it, you can begin to analyze (think about its parts) and interpret (make meaning of it).

Annotating the text is also a way to help you with your writing. By identifying and understanding what McBride uses in his essay to make it a strong piece of writing, you will be able to make your own writing more powerful.

You will be making marginal notes. For this activity, you will make different notes in the left and right margins.

LEFT MARGIN: Understanding Content and Purpose

Highlight, underline, and make notes in the margin where you find the following:• The issue McBride is writing about• McBride’s main points• Examples that show how McBride feels about the issue• Examples of how hip hop is a global issue• What McBride wants his readers to do or believe

RIGHT MARGIN: Reacting to the Text

Highlight, underline, and make notes in the margin where you• Agree• Disagree• Have a question• Have a comment• Have any sort of reaction (This might mean feeling surprised, shocked,

confused, or interested.)

Consider the following criteria in evaluating the students’ annotations: • The writer has systematically annotated the reading, identifying the main

idea, major points, and important examples • The writer has also included some personal reaction.

over the course of the text, including its relationship to supporting ideas; …

Grades 9-10 Reading – Informational Text2. Determine a

central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; …



Noticing LanguageThe following activity asks students to review the vocabulary they examined with the Vocabulary Scaffold Organizer. Using the text, review other vocabulary words in the teacher list. Additionally, review the words, meanings, and examples on the scaffold.

Activity 11: Noticing Language

Review the examples and sentences you have for each word on your Vocabulary Scaffold Organizer. Add any examples or example sentences that you found within the text to your “examples” column.

Considering the Structure of the TextLooking closely at how the essay is structured will help the students understand that a writer builds a piece with intention. This offers yet another opportunity to point out to students how looking closely at a text can help them improve their writing.

As an end result of Activity 12, students should be able to independently chunk a text and explain why certain paragraphs go together. Students should be able to articulate the function of the paragraphs as a chunk. To learn the process of chunking, examining the function of paragraphs and how they might work together, students will practice the basics through a guided chunking activity.

Activity 12: Considering the Structure of the Text—Guided Chunking

Why does an author use paragraphs? How does an author let the reader know when he is going to end the introduction? How do you know when the author is moving on to a conclusion? These are all questions that are part of considering the structure of a text—how a text is built.

Below you will find a list of statements that describe the purpose of a paragraph or a chunk of paragraphs.

Determine which paragraph or paragraphs can be chunked to match the statement. Write the number or numbers on the line provided.

Circle the word that best describes what McBride’s purpose is in the paragraphs. In other words, what is he doing?

1. McBride argues about/describes/criticizes a nightmare that made him re-evaluate his perceptions of hip hop.

Paragraph(s): __________1____________

Reading – Informational Text4. Determine the

meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Prerequisite Grade 8 Standard: Reading – Informational Text5. Analyze in detail

the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Grades 9-10 Reading – Informational Text5. Analyze in detail

how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).



2. McBride disregards/states/recalls a personal experience about when he first heard hip hop music and how he felt about it.

Paragraph(s): _____2, 3, and 4______

3. McBride illustrates/conceals regret for not paying attention to hip hop as an art form and movement.

Paragraph(s): ______5 and 6_______

4. McBride highlights/mentions the national and global influence of hip hop.

Paragraph(s): __________7__________

5. McBride claims/questions that hip hop has an undeniable uniqueness and power.

Paragraph(s): __________8__________

6. McBride mentions/provides a picture of the roots of hip hop.

Paragraph(s): __________9__________

7. McBride employs statistics to prove/say how hip hop is more than just about music.

Paragraph(s): ______10 and 11_______

8. McBride challenges/threatens readers to acknowledge hip hop as a global and social movement, and not to ignore its power.

Paragraph(s): __________12__________

9. What is McBride’s most powerful paragraph or chunk of paragraphs, and why?

10. Read the lines that stand alone in McBride’s essay. Why do you think those statements stand on their own?

Analyzing Stylistic ChoicesMcBride’s choice of specific and strong language creates images that speak loudly. He avoids empty words and phrases, and is very careful about words he chooses in order to create lasting images. Additionally, he is careful to choose words so that the writing does not become repetitive. McBride uses personification, metaphors, and illustrative language to forward his purpose.

In Activity 13, students will analyze the word choices in sentences drawn from the article. In each quote, bland language has been substituted for McBride’s lively language.

Bland Language Stylistic Language (in essay) avoided high-stepped spread exploded comes cross eats take advantage of gobble up shows us that we are lacking values empty moral cupboard

Reading – Informational Text4. Determine the

meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Language3. Apply knowledge

of language to



Students are asked to find the quotes and figure out which words have been substituted. They will write the author’s language in the space provided. Then they will explain how the word choices affect the overall tone of the piece.

The statements may be displayed on an overhead transparency, document projector, or LCD projector, or you may choose to make copies of the sentences.

Activity 13: Analyzing Stylistic Choices—Stylistic Word Hunt

All writers are mindful of the language they use and how they use it to make their audiences feel a certain way. McBride does the same here.

Analyze the word choices in the following sentences. In each quote pulled from the article, bland (plain or simple) language has been substituted for McBride’s lively stylistic choices.

Find the quotes, and figure out which words have been substituted. Write the author’s language in the space provided. Then explain how the word choices affect the overall tone of the piece. In other words, how does the author’s language suit the author’s purpose and audience?

The following sentence starters may be helpful as you answer the questions below.• By McBride’s usage of the word “_____________________,” the reader

thinks of…• The word makes the reader feel …• The word “_______________________” reminds me of

____________________ and ______________________.

1. For the next 26 years, I avoided that music the way you step over a crack in the sidewalk.

Stylistic choice: high-steppedThe word “high-stepped” sounds almost like a dance move and because of that relates to the text. It gives an image of what lengths he would go to in order to avoid hip hop. It sounds like a fast movement.

What effect does the stylistic choice have? How does it make the reader feel? What does it make the reader think about?

2. Not since the advent of swing jazz in the 1930s has American music spread across the world with such overwhelming force.

Stylistic choice: explodedThe word “exploded” speaks to the power of the music. It is like something built up and that couldn’t be contained.


3. Whatever music it comes across becomes part of its vocabulary, as the commercial world falls into place behind it to take advantage of the powerful slop in its wake; it metamorphoses into the Next Big Thing.

understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures

of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

b. Analyze nuances in the meaning of words with similar denotations.



Stylistic choice: eatsThis makes hip hop seem like it’s an uncontrollable force or even like it’s human. The same goes for the use of “gobbles up.” It’s like hip hop has become a powerful person. McBride is showing us that it’s not just about music.


4. At its best, hip hop shows us that we are lacking values of our generations’ legacy.

Stylistic choice: empty moral cupboardThis is a metaphor saying that we don’t have any morals left. Usually cupboards are for food, the thing we need in order to live, and he is saying there is nothing there.


Conclude this activity by asking the following questions for Stylistic Analysis:

1. Why would McBride choose to use this type of language?

He can paint a better picture for the reader. It makes the writer more interested, and it taps into our emotions more.

2. Through his stylistic choices, what impression does he give the reader about hip hop?

He makes hip hop seem all powerful. He almost makes hip hop seem like a person.

3. Through McBride’s use of language, how do you think he feels about society and the world?

It seems like he’s concerned about where we’re headed. He seems to think that hip hop can give us some answers to understand some of the social pain and suffering going on in the U.S. and around the world.

Postreading

Reflecting on Your Reading ProcessReflection is an essential component in learning. Reflecting on their own reading process helps students consolidate what they have learned about being a thoughtful and active reader.

The questions in Activity 14 may be used to lead a discussion or as the topic for a quickwrite.

The strategies in this section of the ERWC are designed to reinforce students’ learning of the content of the standards in the preceding sections of the template and transfer that learning to other settings.



Activity 14: Reflecting on Your Reading Process

Before we move into the more formal writing component of this module, reflect on your experience reading the text.• In what ways has your reading and understanding of this text improved as a

result of our work with it?• What reading strategies helped you most to deepen your understanding of

the text?• How can you apply these reading strategies in reading other texts and in

other classes?

Connecting Reading to WritingDiscovering What You Think

Considering the Writing TaskActivity 15 is designed to help your students understand what they need to do to meet the requirements of the writing assignment fully and directly. Many students do not do well on assignments because they don’t read the assignment carefully and don’t know exactly what to do.

To facilitate students’ understanding of the writing task, do the following: • Distribute the writing task to your students. • Read through the writing task, and ask students to annotate the writing task

as you do so, underlining key information and noting questions they have. • Have students—in pairs—complete a SOAPSTone chart to clarify the

subject, occasion, audience, purpose, speaker, and tone for their own letter. • Review their SOAPSTone chart, and answer questions that students have

about the task.

Activity 15: Considering the Writing Task

Summarizing and Responding in a Letter to James McBride

Now that you have considered the topic of hip hop and its global influence, you will write a summary and response in the format of a letter.

Your task is to compose a letter to James McBride with the purpose of letting him know what you think about the claims he makes about the importance and power of hip hop in his essay.

The first portion of the letter will be a summary where you show McBride that you understand the main points of his essay. The second portion of your letter will be a thoughtful and formal response to his ideas.

Writing5. Develop and

strengthen writing as needed by planning, … focusing on addressing what is most significant for a specific purpose and audience.



Directions for the summary:

Begin your letter with a one-paragraph summary of the essay following the steps below:• In the first sentence, state which of his texts you read in “quotation marks”

and the subject of the essay.• Next, inform Mr. McBride that you understand what occasion may have

made him want to write this essay.• Follow this with two to three sentences summarizing the key ideas of the

article.• Your last sentence should state what you believe was his purpose for writing

the essay and his intended audience.

Reminders for the summary portion of your letter:

• Address the author as Mr. McBride.• Use your own words. Do not include quotations or direct sentences from the

article.• Keep your opinion out of the summary. A summary is not the place to agree

or disagree.

Directions for the response:

Write a one-paragraph response to the essay following the order of the steps below:• In the first sentence, state whether you agree or disagree that we have

become a “hip hop planet.”• Choose one to two main idea statements from McBride’s essay, and explain

to him how you agree or disagree with the statements by providing reasons and examples from your own experiences and observations.

• Close your paragraph by stating whether McBride’s essay was strong or weak, and explain to him why he did or did not make his point.

Reminder for the response portion of your letter:

• Use words from your vocabulary scaffold as they pertain to your topic.

In pairs, complete the SOAPSTone chart to clarify the subject, occasion, audience, purpose, speaker, and tone for your own letter.

SOAPSTone Chart for your Letter to McBride

Text Component Your Summarizing and Responding Letter

Subject

What is the subject or topic of your letter? What is it about?

James McBride’s ideas about hip hop as presented in his article, “Hip Hop Planet”



Text Component Your Summarizing and Responding Letter

Occasion

What event or occasion is causing you to write this letter?

I have just read McBride’s article.

Audience

To whom will you be writing? James McBride

Purpose

What is the purpose of your letter? I want to show him I understand his main ideas and to share my response with him.

Speaker

Who is the speaker? I am.

Tone

What kind of tone do you want to have? How do you want to present yourself so that he will listen to what you have to say about his ideas?

I want to show him that I care about the topic, am respectful, and informed.

Getting Ready to Write and Gathering Evidence to Support Your ClaimsMuch of students prewriting work has already been accomplished at this point because students have been “writing to learn” while engaging in the reading activities they have already completed.

Remind students of this, and allocate time for them to gather and review their notes, quickwrites, and vocabulary organizer to assist them in writing their letter.

Activity 16: Getting Ready to Write and Gathering Evidence to Support Your Claims

Much of your prewriting work for your letter has already been accomplished through the reading activities you have already completed.

Gather and review your various notes, quickwrites, and vocabulary activities to see what you might want to incorporate into your letter.

You may want to organize your support material into information appropriate for the summary portion of your letter and your ideas that would be appropriate for the response portion of the letter.

Writing5. Develop and

strengthen writing as needed by planning, … focusing on addressing what is most significant for a specific purpose and audience.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes. CA



Writing RhetoricallyEntering the Conversation

Composing a Draft of Your SummaryThe ability to accurately and objectively summarize a text is essential to academic writing, and your students are prepared to begin drafting theirs.

Allocate an appropriate amount of time in class for students to complete (or at least begin) Activity 17. The materials your students organized in Activity 16 and the specific directions for the summary articulated in the writing task should guide their drafting.

Activity 17: Composing a Draft of Your Summary

Referring to the materials you have gathered from your previous work with McBride’s article and the directions for the summary on the writing assignment (and here again below), begin drafting the summary portion of your letter to McBride.

Directions for the summary:

Begin your letter with a one-paragraph summary of the essay following the steps below:• In the first sentence, state which of his texts you read in “quotation marks”

and the subject of the essay.• Next, inform Mr. McBride that you understand what occasion may have

made him want to write this essay.• Follow this with two to three sentences summarizing the key ideas of the article.• Your last sentence should state what you believe was his purpose for writing

the essay and his intended audience.

Reminders for the summary portion of your letter:

• Address the author as Mr. McBride.• Use your own words. Do not include quotations or direct sentences from the

article.• Keep your opinion out of the summary. A summary is not the place to agree

or disagree.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing2. Write informative/

explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.





Using the Words of Others (and Avoiding Plagiarism)One of the most important features of academic writing is the use of words and ideas from written sources—through direct quotation, paraphrase, and/or summary. Activity 18 is designed to support the students’ response portion of their letter to McBride by having them choose the passage or passages they will quote. This will provide students with practice leading into, integrating, and paraphrasing these quotations.

Activity 18: Using the Words of Others—Preparing to Write Your Response

Direct quotations and paraphrasing are two ways that you can use the words of others. When you directly quote a writer, you are using the writer’s exact words. Therefore, you must place the writer’s words in quotation marks. When you use a writer’s words and ideas, but you put them into your own words, you are paraphrasing. You must still make sure you let your readers know that the ideas are not your own.

A summary restates the points of a text. A response asks you to provide your opinions regarding the text, its main points, its arguments, and its use of reasons and examples. To make your response clear, you need to use the author’s words and ideas. You can refer to things McBride says by paraphrasing his words and making sure you note that they are his ideas. Or, you can directly quote McBride.

Select and write down one or two quotations from McBride’s essay which best represent the main ideas you are most interested in responding to in the response portion of your letter.

1. “_____________________________________________” (paragraph #).

2. “_____________________________________________” (paragraph #).

Work with the sentence frames below to introduce, integrate, and/or paraphrase direct quotations in your response:• Mr. McBride, you claim that “__________________________________”

(paragraph #).• When you explain how “____________________________________,” it

makes me wonder about… (paragraph #).• According to you, “_________________________________________”

(paragraph #).• With all due respect, I wonder what you mean when you say,

“______________________________________________” (paragraph #).

To help you paraphrase and respond to McBride’s ideas, use the following sentence frames:• In the _________ paragraph, you discuss how…• When you say______________, you claim that__________, but I think…

Writing8. Gather relevant

information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes. CA



• When you say______________, you claim that__________, and I also think…

• It seems as if you believe that…

To help you agree or disagree using your own ideas, use one of the following sentence frames:• Like you, I believe…• Though I see your perspective, I believe…

Composing a Draft of Your ResponseAllocate an appropriate amount of time in class for students to complete (or at least begin) Activity 19. Remind students that Activity 18 and the specific directions for the response articulated in the writing task should guide their drafting.

Activity 19: Composing a Draft of Your Response

Referring to the materials you have gathered from your previous work with McBride’s article and the directions for the response on the writing assignment (and here again below), begin drafting the summary portion of your letter to McBride.

Directions for the response:

Write a one-paragraph response to the essay following the order of the steps below:• In the first sentence, state whether you agree or disagree that we have

become a “hip hop planet.”• Choose one to two main idea statements from McBride’s essay, and explain

to him how you agree or disagree with the statements by providing reasons and examples from your own experiences and observations.

• Close your paragraph by stating whether McBride’s essay was strong or weak, and explain to him why he did or did not make his point.

Reminder for the response portion of your letter:

• Use words from your vocabulary scaffold as they pertain to your topic.

Writing1. Write arguments

to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.






Revising and Editing

Revising Rhetorically and Editing the Draft by Giving, Re-ceiving, and Responding to FeedbackGood writing is rewriting, and students—like most writers—benefit from receiving feedback. Before students submit their final letters, have them engage in Activity 20.

Activity 20: Revising and Editing by Giving, Receiving, and Responding to Feedback

Good writing is rewriting. Before submitting your final letter, exchange your letter with a classmate. Using the Essay Summary and Response Rubric below, offer feedback to assist your classmate in improving his or her letter. In the right hand column, note with a “+,” “,” or “–” how effectively you think your classmate’s letter fulfills the various requirements of the writing task.

Peer Feedback Summary and Response Rubric

[+ = good; = satisfactory; — = developing or absent]

Requirements Mark+ –

Summary Paragraph

• Includes title in quotation marks, the author’s full name

• Includes a statement which notes McBride’s occasion for writing

• Includes a concise summary of McBride’s key ideas and purpose

• Does NOT include opinion

Response Paragraph

• States whether he or she agrees or disagrees with McBride that we have become “a hip hop planet”

• Introduces, integrates, and/or paraphrases specific passages from McBride’s essay

• Includes reasons and examples from his or her own experiences and observations to explain why he or she agrees or disagrees with McBride’s ideas which were quoted or paraphrased

Writing1c. Use words, phrases,

and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

1d. & 2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

2c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.


5. Develop and strengthen writing as needed by … revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10.)

Reading – Informational Text1. Cite strong and

thorough textual evidence to



• Ends by stating whether McBride’s point was strong or weak, and explaining why his point was or was not convincing

Overall

• Grammar and mechanics

• Clarity and focus on writing task

The best thing about my classmate’s letter is . . .

The aspect of my classmate’s letter that—if improved—would most strengthen the letter is . . .

Acting on Feedback

Review and consider the feedback you received from your classmate. Make final improvements to your letter.

support analysis of what the text says explicitly as well as inferences drawn from the text.

5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Speaking and Listening1. Initiate and

participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Language1. Demonstrate

command of the conventions of standard English grammar and usage when writing or speaking.a. Use parallel

structure.b. Use various types

of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.



Reflecting on Your Writing ProcessHave students complete Activity 21, maybe on the back of their letter. It is a good practice for students to reflect in writing about the process of completing their assignments and what they learned that they can apply to other writing tasks. Such reflective work also provides an opportunity for students to cultivate their ability to evaluate the effectiveness of their own work.

Activity 21: Reflecting on Your Writing Process

Now that you have completed your letter, please respond to the following questions:

1. What do you think are the strengths of your letter to James McBride?

2. What aspects of your letter, if any, could be stronger?

3. In your own words, what do you think this letter writing assignment intended to teach you about writing? What did you learn about the writing process from writing this letter?

4. Were there any stages leading up to your final letter that you found to be the most helpful and would consider using when you write future letters or papers in this or other classes? Explain.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon

(and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.

c. Spell correctly.

The strategies in this section of the ERWC are designed to reinforce students’ learning of the content of the CCSS for ELA/Literacy in the preceding sections of the template.

Writing10. Write routinely

over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.



The following rubric can be used to evaluate the letters students have written and identify areas important for future instruction.

Summary and Response Diagnostic Rubric

1 = serious problems 2 = developing competence 3 = minimal competence 4= clear competence

1 2 3 4

(X2) = ______

Content of the Summary: The writer clearly states the title and the author and demonstrates concise understanding of the focus of the passage. The writer includes all the important supporting points and examples but excludes unnecessary detail and personal opinion.

1 2 3 4 Organization of the Summary: The paragraph begins with a sentence(s) accurately explaining the main idea of the passage, and the organization is logical, generally coinciding with the original organizational pattern. The writer effectively uses transitions and concludes appropriately.

1 2 3 4 Content of the Response: The writer clearly describes a personal connection to one or more ideas in the passage, using thoughtful detail and appropriate register.

1 2 3 4 Language: The writer communicates in his or her own words showing consistent control of language conventions and effective use of vocabulary.

Documents

Hip Hop Goes Global - Bell English Departmentbellenglishdepartment.weebly.com/uploads/4/7/2/7/...• Hip hop has become popular because… People like money, the clothes are cool,