HILL Plan Framework

Histories, Identities, Literacies Lesson

Developed by Dr. Gholnecsar Muhammad

Lesson Plan Focus: Skill: Reading comprehension will be advanced to promote student’s abilities to implicitly answer questions in complete sentences. Identity: Student will understand that she can also possess the competency and confidence to achieve success even as an African American girl/woman. Intellect: Student will become smarter about Madame C.J. Walker’s entrepreneurship changing the light of African American economic potentials during a time where it was unacceptable. Criticality: Student will begin to think about the huge economic potential of African American businesses in today’s economy.

Student Spark: *Show an image of a young black girl named Leanna Archer with thought-provoking questions, also taping into last week conversation on stereotypes. Ask: Who is this girl? What do you think she thinks of her self? What do you see in this black girl?

Decoding and Vocabulary Practice: harnessing (har-ness-ing): to use (something/someone) for a particular purpose lucrative (lu-cra-tive): producing money or wealth elite (e-leet): the people who have the most wealth and status in a society; successful or powerful group of people Special Vocabulary multilevel self-made entrepreneur/entrepreneurial spirit

HILL Plan Framework

Histories, Identities, Literacies Lesson

Developed by Dr. Gholnecsar Muhammad

Monitoring Reading Comprehension: Student and I will complete the text through paired reading and monitor comprehension using Text Connections. This will allow the student to make connections, or analyze, while reading texts. I will introduce the three types of connections using examples and asking for examples to check for understanding of the task. See Attachment.

Fluency: Students should practice reading the excerpt to build fluency.

In the 1890s, she began losing her hair. After developing a product she claimed made her hair grow back “faster than it had even fallen out,” she recruited the help of her third husband, Charles Joseph Walker, a newspaper sales agent, in harnessing the advertising power of black newspapers to promote her “wonderful hair grower” and a line of products that would give kinky hair a “beautiful silky sheen.” ____/69 words

Mentor/Supporting Text(s): Read the mentor text with the students and discuss the text. You should layer the mentor text with other texts to strengthen understanding. Pre-teach any difficult vocabulary. How America’s First Self-Made Female Millionaire Built Her Fortune, Time Magazine (see attached modified article) http://www.history.com/topics/black-history/black-history-month/videos/meet-madam-cj-walker (video) http://www.leannasessentials.com/ (website) Big Ideas and Key Understandings: Success and entrepreneurship has no color or gender classifications, just competency and confidence.

Discussion/Comprehension Questions: Discuss questions from the mentor text. (include text dependent questions)

1. How does entrepreneurial spirit help our world today? 2. How did Madame C.J. Walker get her name? 3. What other African American owned business do you know?

Writing Across Texts to Build Comprehension: Engage in some form of writing to show understanding of the learning. What do you think it takes to be an entrepreneur? What similarities do the first female baseball players and Madame C.J. Walker share?

Shakira Bates

Novemeber 6, 2016

Reflection #2

This week’s lesson I would conclude to be another success. Continuing to play on my

student’s interests and connecting to last week’s lesson, I found out more about my student’s

future goals. The lesson focused on Madame C. J. Walker being the first self-made African

American woman millionaire. My student instantly became interested because she too wants to

be a successful entrepreneur and told me about a business her and her friends discussed, in hopes

of one day making it reality. I had no idea of that specific dream, but the infamous rags-to-riches

story of an African American entrepreneur woman brought memories of her vision and it turn

made the lesson very engaging. I did notice her reading behaviors have not changed; she still

omits words while she’s reading and adds or omits suffixes of words. We completed reading the

text together using the paired reading strategy, while I took notes of her fluency for one of her

turn paragraphs. If she missed a word I would point it out to her, and she would re-read the

sentence and self-correct herself.

One thing I noticed about myself during instruction was I too sometimes add

words, like articles, to sentences! It does not take away the meaning of the text nor is it

grammatically incorrect, but for flow purposes, I think I add my own flavor to the reading. This

made me wonder does she have heard other experienced readers do the same thing, which makes

her add words too. As far as comprehension and omitting words, I think my student needs to

further develop her context clues skills because her vocabulary is fairly wide, so cloze reading

will be used from this point forward. We also completed a prediction chart for the vocabulary

words to begin focusing on using context clues to guess what the word means. For writing, my

student has admitted she just doesn’t feel like writing in complete sentences so she doesn’t. We

started working on that this week, as you will be able to see in her work samples. As far as

connecting texts in relation to my teaching, I think the elements criticality and identity are vital

for teaching students, especially African American students. Dr. Muhammad has mentioned and

stressed this since the beginning of class and the fact that these sections have guided my lessons

and really have engaged my student and I in some very meaningful conversations about her

future have been amazing. I think my style of instruction thus far will be credited to the

awareness Dr. Muhammad has brought to my attention, as well as readings on culturally

responsive pedagogy. These are very important factors that all teachers need to think about for

all brown students. Because I’ve been really focusing on topics that are relatable and culturally

responsive for my student, I don’t think I would change anything on this lesson either. We’ve

both enjoyed this week’s topic.