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photo of teacherCulturally Engaged Instruction:
Putting theory into practice


Renee Moore, Broad Street High School
Shelby, MS

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Additional materials: View Days 1-3 of my 9th grade English class, periods 2 and 4.

9th grade English (English I)
Day 1 Period 2: Opening grammar exercise Period 4: Opening grammar exercise
Day 2 Period 2: Whole group instructionStudent work Closing & reflections Period 4: Whole group instructionStudent work
Day 3 Period 2: (Student continue work on essays) Period 4: (Student continue work on essays)
Day 4 Period 2
Period 4

DAY 1: Opening grammar exercise

Period 2

Period 4

Opening grammar exercise
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Day 1, Opening grammar exercise
(mm:ss)
"Why do we study English every year? Who decides on the rules?" In this clip from the beginning of the year, I begin a conversation with my students about standard English.
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Opening grammar exercise
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Day 1, Opening Grammar exercise
(mm:ss)
Period 4.
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DAY 2

Whole group instruction

Opening grammar exercise
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Day 2, Opening grammar exercise
(mm:ss)
I review the grammar exercise, asking students to read the sentences aloud and discuss prepositions, capitalization rules, etc.
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Opening grammar exercise
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Day 2, Opening grammar exercise
(mm:ss)
Period 4: I review the grammar exercise. [long clip; may take some time to download]
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Sharing student "vocab" stories
(mm:ss)
I read samples of stories the students wrote using vocabulary words from the previous day's grammar exercise. Before reading the stories, I ask students to move into small groups (of their choice) for a later activity. "We're working on narrative essays and a narrative is a what?"
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Preparing to share draft stories
(mm:ss)
I refer to Maya Angelou's piece the class read earlier, an excerpt from I Know Why the Caged Bird Sings in which Angelou describes her visit to Mrs. Flowers, the teacher who helped her regain her voice. Using the piece as their model, I review its components: the introduction with thesis statement, Angelou's description of a person who influenced her, a story of one particular event, and conclusion.
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Diagram of Angelou essay
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Sharing student "vocab" stories
(mm:ss)
I read samples of stories the students wrote using some of the vocabulary words from the previous day's grammar exercise. Students can decide whether they want to be identified when their story is read.
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Preparing to share draft stories
(mm:ss)
I refer to Maya Angelou's piece the class read earlier, an excerpt from I Know Why the Caged Bird Sings in which Angelou describes her visit to Mrs. Flowers, the teacher who helped her regain her voice. Using the piece as their model, I review its components: the introduction with thesis statement, Angelou's description of a person who influenced her, a story of one particular event, and conclusion.
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Student work samples

Leuviska's draft essay
(mm:ss)
Leuviska reads her work. (Right: Jakita)
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Salena's
draft essay
(mm:ss)
Salena reads her work.
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Shontell's
draft essay
(mm:ss)
Shontell reads his work.
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Devia's
draft essay
(mm:ss)
Devia reads her work.
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Camekia's
draft essay
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Camekia reads her work.
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Alisha's
draft essay
(mm:ss)
Alisha reads her work.
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Robert's
draft essay
(mm:ss)
Robert reads his draft essay (taped on Day 3.)
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View Robert's draft essay, page 1


View Robert's draft essay, page 2

 
Adrian's
draft essay
(mm:ss)
Adrian reads his work.
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Christopher L.'s
draft essay
(mm:ss)
Christopher L. reads his work.
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Contrell's
essay ideas
(mm:ss)
Contrell shares his essay ideas.
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Closing and Reflections

Close
(mm:ss)
Whole group announcement toward the end of class: I explain to students why and how it can be useful for writers to share their ideas.
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Reflections
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I briefly reflect on the writing activity, group work, etc.
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Site last updated June 22, 2006