Unit Plan: The Politics of Hip-Hop Culture and Spoken Word

Ben Hiromura
Dimensions of Learning Planning Guide
EE 355
Grade Eight: Social Science + English Language Arts
Essential Question:
How does the poetic form allow us to express our thoughts and emotions in
terms of our socio-political position in the world?
Goals for Dimension One (Marzano & Pickering, 1997, p. 13)
I.
Elicit positive attitudes and perceptions from learners,
II.
Teach the learner how to maintain positive attitudes and perceptions or change
negative or detrimental ones.

*What will be done to help students develop positive attitudes and perceptions? (p. 39)
Dimension One Planning Guide
Attitudes and Perceptions
Week

Attitudes and Perceptions

Students may think that:

1. learning about politics and
government is boring and
meaningless;
One

2. words are simply vehicles of

communication thrown around at
random with no power or history
behind them;
3. they do not have anything
meaningful to say in their journal.
Students should think that:
1. political systems directly effect
our daily lives and it is important
to study how;

Two

Students may think

that:
1. Chicago is separate or
free from political
marginalization;
2. journal writing has no
rhyme or reason, it is just
free-flowing nonsense;
3. studying systems of
oppression provides a
feeling of hopelessness.

Addressing Concerns
Classroom Climate

Classroom Tasks

1. Political theory will be

grounded in relevant
socio-cultural issues and
basic human rights.

1. Theory will be
presented multi-modally,
with the assumption that
all students have funds of
knowledge.

2. Structure experiences
for students to play
freely with words.
3. Creation of a safe
sharing space AND a
level of trust in
confidentiality on
teachers part.

3. Students will be
graded for writing not on
quality/content.

2. each word carries

explicit and implicit
meanings that matter;

Classroom Climate

2. Students will think

more deeply about word
choice than usual.

3. journals are a safe

space to share and
emotions are safe to feel.

Classroom Tasks

1. Issues will be handled with

care so as to promote sharing
free from stereotype and
negativity.

1. Students will engage in

hands-on activities seeing the
real cost of marginalization in
the city.

2. Journals are for freethinking and later analysis.

2. Analyze journals for

descriptive, emotive, and
intellectual components.

3. Classroom examples will

paint the marginalized as
people NOT victims.

3. Students will read, listen,

and watch materials that have
silver lining.

Students should think

that:
1. Chicago very clearly
has systems of oppression
at play;

2. Journal writing
demonstrates a range of
intellectual competencies;

3. Learning and writing about

such issues is how we combat
marginalization.

Classroom Climate

Thre
e

Students may think that:

1. subjects like womens
rights, civil rights, and
Japanese internment do not
apply to them;
2. short stories are childish
and unsophisticated;
Students should think that:
1. our history informs our
present;

Fou
r

2. Students will be
encouraged to take a
leap while writing their
stories.

Classroom Tasks
1. Students will abstract the
violations of human rights
within these topic areas and
connect them to today.
2. Students will read deeply
intellectual and emotional
short stories.

2. short stories can

accomplish the same
level of sophistication as
a book.

Classroom Climate

Classroom Tasks

Students may think that:

1. racial and ethnic group
discussions are inappropriate
and scary;

1. Issues will be handled with

care so as to promote sharing
free from stereotype and
negativity.

2. discussions are purely

anecdotal and improvised (no
preparation is required);

2. Students will be expected

to coherently voice
theoretical findings in
accordance with readings.

2. Students will fill-out

Reading Cheat Sheets in
which they determine
important points to bring to
discussions.

3. Class will use people first

language and stay away from
assumptions.

3. Students will read

contradictory tales to
common stereotypes.

2. coming to a discussion
prepared enhances the
conversation and personal
learnings;

3. people live in certain

contexts that influence the
way they live but do not
solely define them.

3.
race/ethnicity/socioeconomic
status determines the kind of
person someone is.
Students should think that:
1. talking about race/ethnicity
is not only intriguing, but often
leads to understanding;

Fiv
e

1. Students will have

opportunity to bring their
expertise to the table.

Students may think that:

1. when studying oppression
nobody has successfully
fought against the system, and
won;
2. authors simply write what
they want to and people
automatically like/believe it;
3. they play no part in the
bettering of our city, country,
world.

Classroom Climate
1. Heros and heroines will be
celebrates as great minds
and courageous hearts.
2. The class will be critical of
written work based on
context of writing.
3. We will celebrate ourselves
as heros and heroines.

1. Students will engage in

discussions that separate
stereotype and reality.

Classroom Tasks
1. Students will study
agents of change to see
what they possess that
makes them effective.
2. Students will determine
the context/bias/purpose
behind their own writing.
3. Students will write as a
form of shocking the status
quo or making the world

better.

Students should think that:

1. studying oppression also
means studying those who
have fought back;

Students may think that:

1. forms of oppression are in
the past, much better today,
or simply too bad to worry
about;

Si
x

2. critiques of written/spoken
work can be good, or they
can simply say I liked it;
3. poetry has no influence on
socio-cultural issues and do
not give us agency.

Students should think that:

1. oppression is a constant in
our society, so we must find it
and fight it;

2. authors, including students

themselves, write in context
with biases, always with a
purpose;

Classroom Climate

3. writing and sharing

thoughts about the world
makes is a better place.

Classroom Tasks

1. The classroom will focus on

the hope for the future and
the steps to get there.

1. Students will write to

better their community and
spread awareness.

2. Critiques will follow the

sequence of Liz Lermans
Critical Response Process.

2. Students will give spoken

and written feedback to
poets one-on-one, in small
groups, and whole group.

3. The classroom will look to

poetry, writing and language,
as the vessel by which we
gain power.

2. critique is a necessary part

of life and we must find what
needs to be improved not
who needs to improve;

3. Students will write as a

form of shocking the status
quo or making the world
better.
3. the way we write and
speak is a reflection of how
we read and listen which
give us agency over our lives
by way of intelligence and
voice.

Dimension Two Planning Guide

Declarative Knowledge

*What will be done to help students acquire and integrate declarative knowledge? (p. 83)

Pattern

Declarative
Knowledge

Description

1. Vocabulary terms
(semantic
concepts);
2. Departments of
government that

Epistemological
Evidence

Experiences
and Activities

1. Use of newly
learned words in
poetry/stories;
2. Systematic
explanations of

1. Word play
games, reading
poetry &
looking up
terms, explicit

Strategies for
Constructing
Meaning,
Organizing,
and/or Store
1. Vocabulary
tracking
notebook,
journal, and
notes;

Time
Sequence

Cause and
Effect
Episode

Generalizatio
n or Principle

Concept

impact daily life;

3. Agents of change
-People who fought
against

oppression in
discussion;
3. Sharing ideas
of the great minds
in writing and
discussion.

1. Events of
oppression in
Chicago
-Robert Taylor
Homes and Cabrini
Green
1. Outcomes of
political activists
-Civil rights and
womens rights,
etc.

1. Bringing up
example in
discussion.

1. Japanese
Internment

1. Abstraction of
violated freedoms

1. Figurative
language
-Idiom, metaphor,
simile,
personification,
alliteration, and
symbolism
2. Point of view
-Bias, purpose,
context
3. Components of
short story
-Plot, character,
setting, conflict,
etc.
4. Components of
verse
-Tone, rhythm, word
play, etc.
5. Components of
spoken verse
-Intonation, breath,
volume, pace, etc.

1. Correct use
within literary
work,
identification in
reading, explain in
analysis;
2. Meta-analysis
of own POV;
3. Annotations of
readings,
imitation in
writing;

1.Marginalization
-Oppression
2. Race, ethnicity,
and nationality
3. Socioeconomic

1. Exit slip- efforts

and positive
outcomes

instruction;
2. Case studies
of government
influence;
3. Readings
from agents of
change.
1. Case study
and analysishistory, aims,
progression,
demographics,
etc.
1. Primary
sources,
audio/visual
materials,
homework
(research)
1. Power Point
Presentation

2. Writing
about, taking
notes;
3. Handouts,
audio, video.
1. Graphic
organizer
(note-taking
aid)
1. Readings
(organized
binder),
imitation
writing

5. Feedback for
peers and selfevaluation.

5. Audio-visual
material,
modeling,
practice
readings,
performance.

1. Connect
violated
freedom with
issue today
1. Notes,
handouts,
application in
writing;
2. Annotation
of text,
handout,
explicit
instruction;
3. Annotation
of text,
handout,
explicit
instruction;
4. Annotation
of text,
handout,
explicit
instruction;
5. Poetry
performance.

1. Define at will,
write stories and
journals about
topic;
2. Properly recite

1. Many
readings and
case studies;
2. Power Point
Presentation,

1. Notes,
handouts,
readings;
2. Metaanalysis;

4. Annotations of
readings,
imitation in
writing;

1. Word games,
whole class
analysis, small
group stations,
guided reading;
2. Case study
(whole group);
3. Multiple
readings- find
commonalities;
4. Multiple
readings- find
commonalities;

status

the differences in
writing and
speech;
3. Properly recite
the differences in
writing and
speech;

readings and
handouts;
3. Power Point
Presentation,
readings and
handouts;

3. Metaanalysis.

Procedural Knowledge

*What will be done to help students acquire and integrate procedural knowledge? (p. 106)
Procedural
Knowledge

Critical Theory

Writing Process

Determining
Authors POV

Exploring Difference
(Privilege and
Oppression)

Construct Model

Shaping

*Learn the parts of

the government and
social structure that
effect everyday life.

*Read about
systematic forces of
oppression and
analyze case
studies.
*Write short stories
with all three
elements, paying
attention to literary
devices;
*Give and receive
productive feedback.

*Write a critique of
society in poetic or
narrative form.

*Analyze an authors
purpose, bias, and
context.

*Analyze own
purpose, bias, and
context.

*Discuss with peers

how these
differences play out
in life.

*Write about own

positionality in the
context of our world.

*Examine men and

women who fought
back and found
success;
*Extrapolate the
characteristics and
action that made
them successful.

*Write about hope

for the future and
find specific issues
to fight against.

*Write freely
(journal) for an
extended period of
time;
*Analyze the parts of
a journaldescription,
emotion, and ideas.
*Journal freely and
read multiple works;
*Receive explicit
instruction on POV.
*Recognize that
people inherit
different lifestyles,
resources,
characteristics, etc.
*Study the modernday social ills in
historical conext.

How to Positively
Effect the Future

Internalizing

*Compose three
works of poetry;
*Perform one spoken
word poem for the
class.

Dimension Three Planning Guide

Extend and Refine Knowledge

*What will be done to help students extend and refine knowledge? (p. 185)
Reasoning
Process

Knowledge Refined and

Extended

Strategies

Comparing

*History of Oppression in the

United States

Classifying

*Figurative Languagemetaphor, simile,

personification, alliteration, and
symbolism

Abstracting

*Characteristics of Agents of
Change- what people do and
believe that changes the world

Inductive
Reasoning

*Case Studies, Readings, A/V

Material- how to use primary
and secondary sources

Deductive
Reasoning

*Power Points- critical theory,

political science, race,
socioeconomic status

Constructin
g Support

*Classroom Discussionsprocedural knowledge

Analyzing
Errors

*Challenging Stereotypesprocedural knowledge

Analyzing
Perspectives

*Authors Point of View

*Juxtaposition of racial, gender,

socioeconomic oppression in the past
through case studies, readings, A/V
materials;
*Compare and contrast social ills of
today with those of the past;
*Analyze solutions of past and write
about the future.
*Explicit instruction on forms of
figurative language with examples;
*Identification of figurative language in
written and spoken form (trackinglearning log).
*Determining the lasting effects of past
agents of change, specifically focused
on their actions and beliefs;
*Drawing out the characteristics that
made them great;
*Connecting those characteristics to
modern-day change artists and selves.
*Continued study of the words, ideas,
and insights of oppressed and
empowered people;
*Drawing main ideas/patterns.
*Connecting ideas, abstractions with
real world material (sources);
*Blending ideas with facts and
examples in discussion;
*Writing concretely but passing on
ideas.
*Researching and preparing for
classroom discussions;
*Socratic seminars meant to entice
students to think deeply and
collaboratively construct meaning.
*Learning to analyze the validity of an
argument based on facts, assumptions,
and misconceptions;
*Teased out through discussions and
peer feedback on writing.
*Journal freely and read multiple works;
*Receive explicit instruction on POV;
*Analyze author and own POV.

Dimension Four Planning Guide

Using Knowledge Meaningfully

*What will be done to help students use knowledge meaningfully? (p. 255)
Reasoning
Process
Decision

Essential Question
Essential Question (Week 5)

Knowledge Used Meaningfully

To answer the question students must:

*What characteristics, ideas, and

actions make a community leader
successful?

Making

Essential Question (Week 5)

*What can we accomplish sociopolitically with words? In what
contexts can we change the status
quo?

Problem
Solving

Essential Question (Week 6)

*What issues in your community
can you work to improve?

Invention

Experiment
al Inquiry

Investigatio
n

Essential Question (Week 6)

*How does the poetic form allow us
to express our thoughts and
emotions in terms of our sociopolitical position in the world?
Essential Question (Week 3)
*How do historical patterns of
oppression effect us today? Which
events affect you specifically?

Essential Question (Week 2)

*What factors lead citizens to
become down-and-out?
Systems
Analysis

*Comprehend the character study and

determine important points in text;
*Identify characteristics, ideals, and
actions that make him or her
successful.
*Understand the importance of words
as loaded bodies of knowledge;
*Associate word usage with sociopolitical power;
*Find examples in which words or
ideas changed the status quo and
analyze why a change occurred.
*Garner a full understanding of the
issues facing their community;
*Articulate invented solutions to those
problems thoughtfully.
*Inquire into the impact of poetry on
culture, specifically politics;
*Extrapolate how words have
meaning and ideas change the course
of society;
*Test their assumptions through the
writing and performing of poetry.
*Comprehend the main issues at
stake in multiple historical contexts;
*Track changes through history
including improvements, stagnation,
and decline amongst certain
demographics;
*Analyze own positionality and
bringing cohesion to data collection.
*Embody the stance of a critical
theorist in analyzing how people get
to a point in life when they are
considered downcast;
*Conclude valid reasons for such low
social status;
*Determine the larger implications
and social valuations associated with
such a status.

Dimension Five Planning Guide

Habits of Mind

*What will be done to help students develop productive habits of mind? (p. 298)
Habits of Mind
Critical Thinking

Aspect of Unit Plan

1. Classroom discussions
(week 3 & 4)
2. Writing phases (week 3 &
4, week 5 & 6)

Strategy/Activity
1. Seeking accuracybacking up assertions in
classroom discussion;
2. Seeking clarity- writing
with purpose, conveying
ideas to the audience;

3. Power Point Presentations

(throughout) and classroom
discussions (week 3 & 4)
1. Readings, case studies,
A/V materials, presentations
(throughout)
2. Performance (Week 6)
Creative Thinking

3. Writing phases (week 3 &

4, week 5 & 6)

1. Authors POV workshops

(week 5) and classroom
discussions (week 3 & 4)

Self-Regulated Thinking

2. Classroom discussions
(week 3 & 4)
3. Evaluations (week 5 & 6)

3. Seeking understandingsubjects like race, money,

status, politics can motivate
competition (avoid impulse,
find knowledge).
1. Seeking new ways of
seeing the world- critical
theory and systems
approach;
2. Seeking solutions to
social ills- community
activism;
3. Seeking unorthodox and
elegant forms of
communication- playing
with words and literary
devices to put forth ideas.
1. Seeking metacognitionidentifying own bias,
stereotyped thinking,
misunderstandings;
2. Seeking emotive controlmonitoring emotion levels
during discussion;
3. Seeking evaluative
feedback- peer and self
critique of writing and
performing.

Works Cited
Resources Used
Fisher, M. T. (2007). Writing in rhythm: Spoken word poetry in urban classrooms.
New York, N.Y: Teachers College Press.
Low, B. E. (2011). Slam school: Learning through conflict in the hip-hop and spoken
word classroom. Stanford, Calif: Stanford University Press.
Marzano, R. J., Association for Supervision and Curriculum Development., & Midcontinent Regional Educational Laboratory. (1997). Dimensions of learning:
Teacher's manual. Alexandria, VA: Association for Supervision and Curriculum
Development.
Smith, M. K., & Eleveld, M. (2003). The spoken word revolution: Slam, hip-hop & the
poetry of a new generation. Naperville, Ill: Sourcebooks MediaFusion.
Potential Resources
Anglesey, Z. (1999). Listen up!: Spoken word poetry. New York: One World.
Behn, R., & Twichell, C. (1992). The Practice of poetry: Writing exercises from poets
who teach. New York, NY: HarperPerennial.
Cisneros, S. (1991). The house on Mango Street. New York: Vintage Books.
Freedom Writers., & Gruwell, E. (1999). The Freedom Writers diary: How a teacher
and 150 teens used writing to change themselves and the world around them. New
York: Doubleday.
Mali, T. (2012). What teachers make: In praise of the greatest job in the world. New
York, N.Y: G.P. Putnam's Sons.