Elements of Hip Hop Unit (Literature+)

Elements of Hip Hop Unit (Literature+)
Elements of Hip Hop Unit (Literature+)
Elements of Hip Hop Unit (Literature+)
Elements of Hip Hop Unit (Literature+)
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Word Document File

(578 KB|multiple)
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  • Standards
**Read before purchase**
This unit was put together for an enrichment club for high school level students. Teachers, you don't need any books; everything is hyperlinked using Google Drive as a platform. That being said, you will need access to wifi/internet to take full advantage of this unit as it relies heavily on digital content.

***Weekly Outlines***
The enrichment club meets 2 times a week, so each weekly outline has 2 days of lesson plans. However, they are more than enough resources in the lesson plan to stretch it to 3-5 days. Also, hyperlinked are "EDU Resources" that contain various writing activities + an ongoing project.

Unit Description: This enrichment opportunity will introduce students to various elements of Hip-Hop culture that includes but are not limited to the following: art, fashion, emceeing, music appreciation, and politics. Enrichment will take place through various forms of discussion that will be facilitated via informational text, literature, poetry, music videos, video documentaries, etc. Students will infuse social elements of Hip Hop that will give them a chance to work on mastery level academic skills that include but are not limited to listening + speaking, critical thinking, critical reading, and critical writing. Students should not select this enrichment if simply watching or listening to music is their expectation. Yes, we will do the aforementioned; however, there will be more to this enrichment than basic music appreciation.

Standards Emphasis: 9-10.SL.1, 9-10.RI.01, 10.W.05, 10.W.09, 9-10.SL.5

Log in to see state-specific standards (only available in the US).
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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