Author:
Christina Rice
Subject:
Arts and Humanities
Material Type:
Activity/Lab
Level:
High School
Tags:
  • Discussion Activities
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    Leaderless Discussion: The Hate U Give

    Leaderless Discussion: The Hate U Give

    Overview

    After reading the anchor text, The Hate U Give, students will make connections to additional sources, gather evidence from the sources, reflect, questions, and engage in a leaderless discussion.

    The Hate U Give: Leaderless Discussion Prep

    President Obama's comments are widely available both through video and transcript. The Tupac song lyrics that go really well with The Hate You Give are "I Wonder if Heaven Got a Ghetto." Make sure that you preview the lyrics. It's important that the teacher does not unnecessarily scaffold this lesson. Trust your students to pull impactful examples from the lyrics and from Obama's speech. This is a post-reading activity, and students engage well with discussion of this text. They are ready to make cross-media connections. This activity takes 30 minutes to 60 minutes.

    A variety of support can be offered with captions for the video, and guided intentional questioning if students struggle identifying impactful examples. Students will need to go through the materials at least twice on their own before the teacher begins to offer support. 

    We are going to prepare for a discussion analyzing the title of our text, The Hate U Give. Using the text, President Obama's Remarks on the Trayvon Martin Ruling, and the Tupac Shakur lyrics, think about the meaning of Thomas' title selection. 

    Watch President Obama's speech and take notes. Watch the video once to get the overall meaning and then at least one more time to select at least two quotes from the video.  Pause and rewind the video as needed. 

    President Obama's Remarks on the Trayvon Martin Ruling

    Review the lyrics to Tupac Shakur's song "I Wonder if Heaven Got a Ghetto."  Document at least two quotes from the lyrics that you can connect to the novel.

     

     

    MAKE SURE TO CLICK SAVE!

    The Hate U Give: Leaderless Discussion: Question and Reflect

    Sometimes a list of questions can be overwhelming to students. If students are stuck, have them focus on answering one question before advancing to the next question. Sometimes, they just need the teacher to verbally ask the question and the student answers verbally. Then, they write what they said.  

    Reflect on connections between the novel, Obama's speech, and Tupac's lyrics. 

    How does the title of the novel add meaning to the text? What connections can you identify between the text and the lyrics of the song? What connections can be made to Obama's speech? Reflect upon these questions and your evidence, and create several questions of your own. What do you want to know more about? Challenge yourself by creating four questions that begin with "How" and "Why."

     

    The Hate U Give: Leaderless Discussion: Template

    It is important that student voice and choice prevail with their selections. Reteaching MLA citations and giving examples of citations really helps them have the confidence to fill out the template. I like to do it like this: "I'm a quote" (Thomas 112). 

    The Hate U Give: Leaderless Discussion Template

     

     

    Speech Quote #1: Write your quote, cite correctly with MLA, explain why you choose this quote.

     

    Speech Quote #2: Write your quote, cite correctly with MLA, explain why you choose this quote.

     

    Lyrics Quote #1: Write your quote, cite correctly with MLA, explain why you choose this quote.

     

    Lyrics Quote #2: Write your quote, cite correctly with MLA, explain why you choose this quote.

     

    Connecting and Reflecting: Question #1

     

    Connecting and Reflecting: Question #2

     

    Connecting and Reflecting: Question #3

     

    Connecting and Reflecting: Question #4

     

     

     

    The Hate U Give: Leaderless Discussion

    It is really important that the teacher decenters herself. You cannot engage in the discussion. Even if they ask you a question. They need to rely on one another. This is theirs, and they will do wonderful things all on their own. 

    Review norms and ground rules with the participants (no put downs, deeper learning is the objective, no interrupting, air time - are you talking too much or not enough, speak loudly and clearly, if there is a disagreement - lead with 'what makes you think that' or "I saw that differently,' keep the discussion content centered, and sidebar conversations are not allowed, etc).

    The teacher will select a student to initiate discussion and will time the discussion. The teacher will not answer questions from the group; this is student-led. 

    Upon completion of the discussion time (15-30 minutes), reflect with the teacher and with each other. What went well? What could be improved upon? What new connections have you discovered? How has your understanding of the materials changed and grown?

    Rubric for Leaderless Discussion

    Discussion Rubric: The Hate U Give Leaderless Discussion and Template   (30)                

     

    Socratic Circle Discussions (10)

    Meets ExpectationsApproaching ExpectationsNot Yet
    Four specific contributions are made to the group discussion through quotes, summary, or questions. (8)Three specific contributions are made to the group discussion through quotes, summary, or questions. (6)Two specific contributions (4)One specific contribution (2)
    Voice is easily understood. All words are heard clearly. (2)Voice is mostly understood. Some words are difficult to hear. (1)Voice is difficult to understand and information becomes lost, or student did not talk (0)

     

     

    Essay Research (20)

     

    Meets ExpectationsApproaching ExpectationsNot Yet
    All four book quotes are listed and thoroughly explained. Student clearly explains how all quotes support the essay prompt.(12)Three book quotes are listed and explained, but they could be more thorough. Or three book quotes are listed and thoroughly explained. (9)Two quotes are listed and explained. (6)One quote is listed and explained. Or quotes are listed but no explanations are present.= (3)No quotes = (0)
    All talking points, supplementary quote, and cross-textual connection are listed and thoroughly explained.(4)Three of the additional requirements (talking points/supplementary quote, cross-textual connection) are listed and thoroughly explained or four are listed, but not explained. (3)Two of the additional requirements (talking points/ supplementary quote/ cross-textual connection) or very brief notes for required materials (2)One additional requirement or incomplete development = (1)No quotes = (0)
    Topic sentence clearly and specifically answers the essay prompt. (2)Topic sentence answers part of the essay prompt and/or could be more specific or academic.(1)Topic sentence does not clearly answer the essay prompt. (0)
    Mechanics/MLA - no errors in citations or mechanics (2)minor errors noted in citations and mechanics (1)MLA citations missing or incomplete and/or significant errors in mechanics noted. (0)