Fulbright TGC

Lesson Title: Where I am From

Subject: 11th Grade Composition and Literature

Prepared by: Mariah McCune

Materials Needed: Where I am From poem handout, Chromebook, phone, or other video
recording device, reflection tool

Global Competency: Multiple Perspectives and Effective Communication

Where is the lesson going? 1. Students will be able to leverage the multitude of
(Learning Target or SWBAT) poetic devices we have studied this quarter in order to
compose a poem that conveys their own unique
origins, passions, and personalities.

2. Students need this in order to better understand

where they come from and how that has shaped their
ideas, biases, and personalities as well as
understanding where their peers come from and how
that has shaped their perspectives too.

3. Students will write a poem featuring their unique

origins and will record a crowd-sourced poem to
showcase the myriad origins of our class.

Hook: Tailored Differentiation:

Students will begin by watching Taiye Selasi’s Don’t Ask Me ● The handout is merely
Where I’m From, Ask Where I’m a Local TED Talk. a guide for students
who need it; the
Afterwards, students will be asked to reflect for five minutes template can be used
on the following prompts: for students who are
1. Think about the places you are familiar with. What struggling with
Relationships do you have in that place? generating ideas.
2. Think about the places you are familiar with. What
Rituals do you have in that place? ● Students who have
3. Think about the places you are familiar with. What accommodations for
Restrictions do you have in that place? reduced writing may
write fewer stanzas or
utilize the speech to
Equip: text feature on their
Chromebooks.
WE DO: Students will share out their responses to the three
prompts. We will use Google Maps to mark those spots ● A definition of key
where they are a local so that students get a visual to capture terms/unfamiliar
the varied diversity that exists just within their classroom. (25 words on the template
minutes) will be provided for
students who need it.
I DO: Students will be provided with the handout and I will
walk them through the expectations for part 1, creating a ● Students are grouped
Where I Come From poem on their own. (5 minutes) intentionally in such a
way that they are
working in the final
Rethink and revise: stage with individuals
that they may not
know as well. This is
YOU DO: Students work independently to brainstorm ideas so that students can
about where they come from, using the template as get exposed to more
needed/desired. (30 minutes). perspectives different
from their own. That
During this work time, I will circulate the room and offer being said, groups are
corrective feedback, brainstorming ideas, etc. to students, formulated so that
ensuring that all have created a product by the close of the students can work
independent work period. effectively with one
another, are set up for
YOU DO TOGETHER: Once students have created and success, and do not
submitted their individual poems, they will work in groups of provoke any
four to five to create their crowd-sourced poem. Students will pre-existing conflicts.
devise a Google Doc that incorporates contributions from all
group members. Once the poem is written, students will
record their individual sections, stitch the clips together, and
upload the finished product to Flip. (20 minutes)

During this work time, I will circulate the room and offer
corrective feedback, technology trouble-shooting tips, etc. to
students, ensuring that all have successfully created a Flip
video by the end of the collaborative work period.

Evaluate:

In the final 10 minutes of class, we will play each video;

students will have an opportunity to vote on the best one
using a poll posted to Google Classroom.

I will also provide an evaluation of both students’ individual

work and group work using the rubric included in the handout.

Finally, since this is a culminating assignment for our poetry

unit, students will reflect upon this activity and the rest of the
unit using this reflection tool.

Notes: Organization:
The reflections from this activity in particular were ● This is designed for a
overwhelmingly positive. Students enjoyed exploring the 90 minute finals block
different aspects of their lives that added up to make them day period, but could
unique. I did receive a bit of pushback initially with the video be rearranged to suit
recording, students were self-conscious and reluctant to do two 45 minute class
so, but the fact that this was their midterm grade helped spur periods on two
them to participate. different days

In future, I would like to compile Where I Come From poems ● Students are grouped
from staff and stitch together a video of those poems to show ahead of time
students at the beginning of this assignment. That way, while intentionally with
they may be reluctant to record themselves, they may also be others that they may
reassured to see adults they know doing the same thing. not know very well.
Desks are arranged in
such a way as to
make tables and
students will be
seated at these tables
with the peers in their
groups.