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Upload a copy of the lesson plan that you create using the Framework for Culturally & Historically Responsive Literacy

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Upload an artifact of the community where the school is located. Choose a specific block that is located near the school. If you are not teaching in-person, use Google Earth or Google Street View, to capture a photo of the community.

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Upload an artifact that illustrates how your race AND socioeconomic background has impacted your educational opportunities.  Explain the artifact in detail.

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Gather student assessment data from the lesson you implemented (Student who got it, students who almost got it, students who didn’t get it).  Ensure that students' names are not revealed. Communicate with the three students chosen about their progress.

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Upload an artifact that illustrates the demographics of the students in one of your classes.

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Upload an artifact that illustrates your racial and socioeconomic background. Explain the artifact in detail.

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Upload a copy of a lesson plan that you taught & a revise the lesson plan using the Framework for Culturally & Historically Responsive Literacy (see template on Canvas)

Use the information that you gathered about your students racially, socioeconomically and linguistically to inform your lesson. Ensure that this connection is clear.

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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How did you use your students racially, socioeconomically and linguistically to inform your lesson. Ensure that this connection is clear.

How will you differentiate instruction?

What forms of assessment did you use? (Self-assessment, entrance, midway or exit tickets (formative assessments), rubric assessments, etc.)

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Upload a copy of the student’s work that demonstrates their genius? Think deeply about this artifact. Explain the artifact.

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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What do you notice and wonder about the community? How is the community similar or different from the community you grew up in?

What are the messages and perceptions of this community? How does these messages and perceptions impact the ways in which students are treated and taught?

What is the racial, socioeconomic and linguistic demographics of the community?

Do the students in the community attend the school? If not, who attends the school?

Who are the community pillars? How is the community central to the school community?

What resources and organizations are available to the community? How is the school using the resources and/or working alongside the organizations?

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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How has your race and socioeconomic background influenced your educational opportunities?

In what ways do your race and socioeconomic background shape your worldview, what you do, how you experience the world, and what/how you teach?

How do you believe that students who are racially and socioeconomically different from you,  see and/or experience you in the classroom? Think deeply about this question.

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Was the objective of the lesson met? How do you know?

What are the learning and instruction gaps that were present in the lesson?

How did you communicate students’ performance with them? How did they respond? What next steps do you have for the students?

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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What are the racial, socioeconomic and linguistic demographics of the students?

What are the genders of the students? How do the students identify their gender?

What is the culture of this class? What is the vibe of the class? How do you know? How do the students behave?

How are you developing relationships with students? Provide concrete examples.

What students are struggling to build relationships with? What is hindering the relationships?

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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What is your racial background? How do you know?

In what ways does your racial background privilege you [or not] in society?

What is your socioeconomic background? How do you know?

What was your socioeconomic background growing up?

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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What do you notice about the difference between this lesson plan template and the district's lesson plan template?

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My artifact is this dirndl. This is one out of the 8 or so that I have, my sister and my mother also have the same array of dirndls, and my father and brother have their lederhosen. Before I was born my parents began Bavarian Folk Dancing at our local German club, The Delaware Saengerbund. I have been dancing since I was 6, and these outfits are what we wear to perform. I have made this my article because not only does it address the racial background that I derive from, but also the socioeconomic background. This is a hobby that doesn't prove to be inexpensive, and having the ability to take part in it shows that we have the time to commit to it.

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This is a calculator, but it is not just any calculator, it is the "mascot" for the high school that I went to, Wilmington Charter. I was able to attend a high level school like Charter because of my academic history, which was only provided due to the opportunities me nd my family got. I do not believe we would have had such opportunities if we had been of a different race or socioeconomic level. This calculator is a symbol of my racial and socioeconomic privilege when it comes to my academic opportunities.

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Thank you for your transparency. If you don't mind sharing, what is a micro-affirmation?

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The block that I chose is right down the street from CHS, a two minute drive or a five minute walk. In this little plaza there are two walking paths around man-made bodies of water. There is a community movie theater with an arcade (it is closed for covid currently). There are a few shops like Target, Christmas Tree Shop, Dick's, Old Navy, Michael's, and More. There are restaurants like Panera, Anthony's, and Honeygrow. Across the street there is a little tutoring company called "Spider Smart". They have online tutoring during covid season, and offer services for ELA, math, SAT/ACT, public speaking, current events, and private school or college admissions.

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Thank you for your response Emma. I am looking forward to learning more about your students and their communities.

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In the same way that micro-aggressions are little, maybe unconscious, actions that make people feel isolated, unaccepted, and uncomfortable, micro-affirmations do the opposite! Some examples are putting pronouns in your email signature or zoom name, putting up posters of diverse people in your room, having LGBTQIA+ pride stickers, pins, or signs in your classroom, and other subtle things that can affirm students in their identity, without having to make a whole production about it.

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For my artifact I chose these m&ms. Specifically spread out and not in a bowl. I am looking at my two honors classes because they are very similar demographically, and those are the ones I am most involved in at this point.
In a normal year, I would have thought more of a soup, or a casserole … why it has to be food I don't know.... but there would have been mixing and egagement and enrichment of the student's school life becuase of the different people they work with. However this year I have to see it as these entirely seperate entities, most of which aren't even touching. This is contributed to by the fact that they are freshman, and haven't met a lot of the people in their grade, because they have never even been to school. I feel that if the students could connect with eachother more they would like school, and participate more. It is difficut to build those relationships in a regular year, so I can see where they are struggling, but it leaves them as M7M's. Racially, culturally, and economically diverse, but without the ability to mix that into the class environment in order to make it better. Since I have largely been the only one talking, everything has been from my POV. That is not ideal, and I know that with more student engagement we could make a nice soup and all learn from each other.

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Thank you so much for sharing Emma. Remember to be kind to yourself. Relationships take time.

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This was a paragraph assignment about Emmet Till, written by Traniyah. In class we watched a documentary and they were instructed to write a cset paragraph to discuss one of the concepts listed at the top. Traniyah displayed not only understanding of the format of writing, but the subject as well. She wrote an efficient and concise paragraph that outlined the boundaries that Emmet Till came to, and she supported her claims with evidence.

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Traniyah Baise - Writing Assignment for Untold Story of Emmett Till - 1464097

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Reflection: Format Options (Video or Audio (no more than 5 mins) or Written (no more than one page single spaced)) 

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Observe one student for 2-3 weeks. Preferably a Black student. If a Black student is not in one of your classes, choose another student of color. If there is no student of color in your classes, please choose a student from a linguistically or socioeconomically marginalized group. Find multiple opportunities to chat and engage with this student to gather this information. Based on the conversations and observations, address the following questions:

How does the student see themselves? How does the student describe his/her/they academic abilities?

What are the students' interests?

What are the students' past experiences with literacy and ELA classes?

How do curricula, systems, and institutions impact students' success? (Assuming that curricula, systems, and institutions fail to cultivate the genius in Black children)

How might the students’ genius be cultivated in the classroom? What could you do differently to truly “see” and support the student?

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Hey Emma. I missed you today in class. Is everything ok?
Thank you so much for sharing details about your student. I also appreciate your honesty. I do have a question, have you ever talked to anyone about the lack of diversity in advanced classes?

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I do not notice much difference from the template because I have created this whole lesson. I do notice that I did not think about all of these aspects as much as I should have. I feel that I have such limited time in each lesson that I would need to be more efficient and creative in order to apply these ideas consistently and maybe have multiple concepts in the same activity. For the lesson edits I did not think about the time, and if that was wrong I apologize. I have included the edits in red.

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Great job Emma! It was clear how you incorporated the pursuits in the lesson plan. I really enjoyed reading your lesson plan. You have so many great ideas that your colleagues can learn from.

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https://drive.google.com/drive/folders/1opEkJHS2qYBs3bNv4VFymnSV_Ch6qu0Z?usp=sharing

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Great start Emma. I think you can make this visual much more aligned. Have you read Crossover? What is the theme you are focusing on? Let's begin with identity.  Could students explore a sport that they love or are growing to love? What skills are students learning? Think about standards. What are students becoming smarter about (intellect)? You mentioned poetry? What are you teaching students about poetry?

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Great data analysis Emma! I hope that it was useful and thinking deeply about your students' growth.