Protest Poetry Calendar Unit 6: (25 days)

Week One

Monday (1) Tuesday (2) Wednesday (3) Thursday (4) Friday (5)

Writer Self-Study I am Here/Affirmation of Reader as Self The Power of Hip Hop as (is) Lit
Identity Persona
DNA- Kendrick
Changes- Tupac Memories on 47th Street- Vic Trayvon- Jasiri X 4 Your Eyez Only- Lamar
Mensa J.Cole

LT: Students will explore their LT: Students will discover that
identity as a writer through personal our classroom is place that
exploration offers authentic listening,
appreciating and
understanding of one anothers
writing
LT: Students will explore LT: Students will LT:Students will
their identity as a reader explore multiple define literature and
through personal perspectives through begin to understand
exploration reading and writing the democratic (or
using hip hop undemocratic) nature
of education and
writing/reading

SC: Students will answer a series
of questions that require them to
self-reflect
SC: Students will begin to SC: Students will answer SC: Students will SC: Students will do
name their experiences a series of questions that practice a mini-research
require them to self reflect close-listening, project about hip hop
Students will complete annotation and as literature.
informational interviews with discussion.
peers Students will write an
Students will complete argumentative essay.
a persona writing
assignment

Guiding Questions:How do people Guiding Questions:
write, learn to write, and improve Why is it important to be in and
writing skills? feel like part of a writing
community?
Book preview pg. 1-25 in class
What parts of your identity
influe how and why you write?
Beloved pg. 35-51
Guiding Questions: How Guiding Questions: Guiding Questions:
do people read, learn to How does Is Hip Hop poetry?
read, and improve reading personification provide Should it be
skills? readers and writers considered literature?
with an opportunity to
Beloved pg 68-75 explore perspectives How does what is
we might not otherwise included in our
consider? curriculum impact
who/how you are?

Homework: Homework: Homework: Homework: Homework:

Toni Morrisons Beloved pg. Toni Morrisons Beloved pg. Toni Morrisons Beloved 88-99 Work on Beloved
25-33 52-67 pg. 76-87 Read Beloved Presentation
Conspiracy- Camille T. Presentation
Dungy Assignment Finish Essays

No Wound of
Exit-Patricia Smith

Monday (6)
The Politics of Writing
The Story of O.J.- Jay Z
Fuck Tha Police- N.W.A.
BagBak-Vince Staples
LT: Students will begin to
understand how/why writers
respond in the ways that they
do.
Students will practice critical
media literacy and what Paulo
Freire calls critical
consciousness
SC: Students will write an
alternate ending.
Analyze Baldwins Going to
Meet the Man
Students will analyze at least 3
texts with a critical lens
Guiding Questions:
Do we read for joy and
justice?
Can we read for hope and
apply it to the world around us?
Why or why not?
How do our beliefs, values, or
ideologies impact our writing
and reading?
Homework:
Work on Beloved
presentations
Week Two
Tuesday (7) Wednesday (8) Thursday (9) Friday (10)
Empathy & Un-taming the Workshopping the Introduction to Poetry
Collectivism in Tongue, Hip Hop as Workshop
Reading poetry
Change- J.Cole
They School- Dead I Used to Love H.E.R-
Prez Common
What Makes the Red
Man Red- Frank Waln
LT: Students will LT: Students will be LT: Students will be LT: Students will draw on prior
understand the value able to identify the able to create goals for knowledge and review important
of participating in a cycle of oppression workshop. elements of poetry.
writing community. and ways that weve
accepted what is Students will Students will understand the
Students will be able to normal, natural and understand why we purpose of poetry and how it
find similarities rather neutral. workshop and the operates as it a genre of writing
than differences by value of sharing your
seeking to identify writing with your Students will ask questions about
rather than compare. community for the poetry that incite critical discussion.
purpose of making it
better.
SC:Students will SC: Students will SC: Students will SC: Students will create a KWRE
create Where Im create a playlist with revisit their persona chart
From poems 10-12 songs writing assignment and
share their poems. Students will review basics of
Students will do a Students will revisit poetry writing and elements
Quaker Reading of their hip hop research
Beloved essays and expand Students will share/discuss their
upon them by favorite poems
Students will begin to designing one lesson.
present
Guiding Questions: Guiding Questions: Guiding Questions: Guiding Questions:
What is empathy? Why/how do we
What is its role in the How can music be workshop? Who writes poetry? Why? Who
English classroom? used to challenge the reads poetry? What are elements of
norm? How can Is there a more poetry? What is figurative
Is there collectivism in language in general be effective way to language?
reading? used? workshop?
What is the cycle of Who hold agency and In Class:
Where Im From oppression? power in writers -Fire Write about relationship with
Poems workshop? Why? poetry
Around the World in 40 terms
Groups 1 & 2 Groups 3-5 Present
Homework: Read Homework: Homework: Homework/Preview Protest
Fiesta, 1980 by Poetry: What does it mean to
Junot Diaz Beloved pg. 134-146 Read Beloved Pg. protest?
Beloved pg. 100-124 Beloved pg. 124-134 147-160 Read assignment sheet for
culminating text

Week Three: The Birth of a Poet

Monday (11) Tuesday (12) Wednesday (13) Thursday (14) Friday (15)

Introduction to Protest & Intentionality: A Look at Protest A Deeper Look at Analyzing Protest Poetry
Poetry Poetry and Art Poetry, Art, Music Protest Poetry
and the Media
16 Shots- Vic Mensa 4:44- Jay Z

LT:Students will begin to analyze LT: Students will
texts for authorial intent.
Students will be able to identify at
least three language techniques
that authors use to get their
reader to understand a message.
SC: Students will create a work people produce
choice/intent map
Introduction to author
intentionality
What messages do poets send to
the readers? How do you know?
How can you emulate that?
Cycle of Liberation Lecture
LT: Students will look LT: Students will compare LT:
create a definition of at media and write mediums and analyze SC:
protest about how we as effectiveness How do concepts like truth and
citizens should/ justice appear in protest texts?
Students will begin to currently read the Students will begin to Are definitions of these
connect media. define/recognize concepts dependent on the
intersectionality to the intentionality artists identity and audience?
SC: Students will SC: Students will create a
create a fake graphic organizer that
SC: Students will instagram post (for our compares and contrasts
create identity cards social media wall) and the different mediums
to different comment on at least 3
poets/artists other posts
Credibility & Current Continue analyzing
Creating definition Events: intentionality: Looking at
of protest: How does the media art and music, are artists
What does protest shape our attitude sending the same
mean? Is protest tied towards protest? What messages as poets? Is
to certain identities? is going on in the world one medium more
Who gets to right now worth effective than the other?
protest?Why? protesting about? How What benefits do poets
do we read the media? have in regards to being
able to use grammar and
words and vice versa?
An In Depth look at
Protest Poetry

What common Why Care Map

themes do you notice
about all of the
poems? What are
some differences?

Think about protest music, lyrics -Analyze patterns of Is poetry political? Sample of real world
as poetry? Protest art, clothing, protest and apply it How does power & texts
behaviors etc.. our own identities privilege play into our -Explore poems that play
reading/understanding around with the
of protest? conventions of writing and
shapes

In Class: In Class: In Class: In Class: Poet-tea In Class:

Read and respond to protest and Readings: Watch & Respond: readings, poem markup Poetry Speed-Dating
poetry in class Kendrick Lamar- Bio Poems
The Identity Alright Readings:
Repairman- Ellis Common & John Shockleys poem X Marks
Talk Back Activity Legend- Glory the Spot
 How Parents Raising
Black Boys Try to Read this article titled,
Keep Their Sons Shailene Woodley Watch Danez Smith
Safe -Jeannine breaks silence with America
Amber Instagram poem after
Dakota Access
Protest Poetry Pipeline Protest Arrest
Gallery Walk & View this video
Identity Puzzle coverage of the Dakota
Access Pipeline
Protests

Examples v.
Nonexamples: Art
Chalk Talk

Homework: Find a protest poem, Homework: Homework: Homework: Find 3 more Homework:
article, piece of artwork etc.. Read Beloved Read The Color of examples of protest texts. Read Beloved pg 175-185
161-175 Violence by Angela
Davis

Week Four:

Monday (16) Tuesday (17) Wednesday (18) Thursday (19) Friday (20)

Protest Poetry- Protest Poetry Analyzing Protest Analyzing Protest Protest Art, history &
Language & Tone Workshop- Lets Write! Poetry Cont. Art identity

LT: Students will have an
understanding of how
tone impacts their writing
Students will be able to
identify different tones in
different texts
LT: Students will use LT: Students will LT: Students will LT: Students will be
what theyve learned identify how different connect larger themes able to see the
about tone, protest concepts show up how to their protest texts. relationship between
poetry, media etc.. and authors/poets use art, history and
apply it to their own language Students will narrow identity.
writing down or expand their
projects.

SC: Practicing what
weve learned about
language intentionality,
protest and poetry
students will write a letter
to any of the following:
Government
representatives
Police officers
Protesters
Media
Themselves
SC: Students will write a
protest poetry and
give/receive feedback to
at least two peers.
SC: Students will SC: Students will SC: Students will find
analyze at least two create a Why Care news articles and
protest poems Map and locate current events that
where their protest connect to their
Students will read their texts would fall on projects.
classmates writing each
and identity 2-3 Students will analyze
themes. the current event texts
they find.

Guiding Questions:
How do language,
punctuation and structure
create tone?
Do we create certain
tones for certain
Guiding Questions:
How do we know who our
audience is? Does writing
to an audience matter?
Why or why not?
Guiding Questions: Guiding Questions: Guiding Questions:
How do concepts like What injustices do you
criminality and victim see in the world? In How do current events
show up in protest our country? State? impact our writing?
texts? Community? Do any What concepts are
of these injustices important to you?
audiences?
How do we know our tone
is appropriate?
Homework:
Read Letter from
Birmingham Jail- Martin
Luther King, Jr
Monday (21)
Work Day
Students will have the full
class period to work on
their projects, with time to
go to the library to check
out any materials. I will
also use these days to
have longer conferences
with students.
Are my classmates impact you
doing something in personally? What
Why is detail important? their writing that I issues are you
would like to emulate? passionate about?
How do we revise our How do current events
writing to include impact our writing?
meaningful and rich What concepts are
detail? important to you?
Homework: Read Homework: Homework: no Homework:
Beloved pg 185-195 Read: homework Read & Annotate
The Idiot- Dudley The Ballot or the
Randall Bullet- Malcolm X
"Ballad of a Landlord"- Woman Wants Bread,
Langston Hughes Not the Ballot- Susan
B. Anthony
Week Five
Tuesday (22) Wednesday (23) Thursday (24) Friday (25)
Workshop Day Work Day Presentation Presentation
Guiding Question: We will do a Students will present Students will present
How do we use detail in storytelling circle to their projects. their projects.
a way that influences our start class and then
audience and students will have
stakeholder? more time to work on
their projects.
Students will participate
in writers workshop. We will also read 20
minutes of Beloved
and take a reading
quiz.