Introduction
“What do Jay Z and Shakespeare Have in Common? Swagger”
If you're a fan of creative writing and performance, you're going to love this lesson plan. It is going to provide you the opportunity to explore how the word swagger has transformed over the centuries through writings of poets such as Shakespeare and rappers such as Jay-Z. So open your mind, and let's take a lyrical journey through history.
Task
Task
You'll read the article from NPR titled "What do Jay-Z and Shakespeare Have in Common? Swagger", analyze vocabulary from the article, and complete a summary of the term swagger analyzing its previous in present day definitions.
Process
You will:
- Read the article from NPR titled “What do Jay Z and Shakespeare Have in Common? Swagger”. Link: http://www.npr.org/sections/codeswitch/2014/03/17/290857087/what-do-jay-z-and-shakesepeare-have-in-common-swagger
- Determine the meaning of swagger, hip-hop, and poetry.
- Create a written summary that clearly introduces the topic, provides appropriate textual support from the article, uses varied transitions to link sections and ideas together, and provides a concluding statement or section that supports the topic.
Evaluation
Below is a rubric that will display how you will be evaluated.
|
Expectations |
1 |
2 |
3 |
4 |
|
Introduces a topic; organizes complex ideas, concepts, and information to make important connections and distinctions |
Summary does not introduce the topic. Ideas, concepts, and important connections are missing. |
Summary marginally introduces the topic but lacks organization of ideas, concepts, and connections pertaining to the topic. |
Summary introduces the topic. Ideas and concepts pertaining to the topic are organized appropriately. |
Summary includes an introductory “hook” that grabs the attention of the reader, the topic is clearly introduced, ideas and concepts pertaining to the topic are organized appropriately. |
|
Develops the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples |
Summary does not include textual support for the topic in each paragraph.
|
Summary includes little support for the topic using few or no appropriate details from the text.
|
Summary includes adequate support for the topic using some details from the text in each paragraph.
|
Summary has a developed topic with well-chosen, relevant, and sufficient facts, details, and/or quotes from the article in each paragraph. |
|
Uses appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts |
Summary does not include transitions at all.
|
Summary does not include transitions in each paragraph.
|
Summary includes transitions in each paragraph but only minimally clarifies the relationship among ideas and concepts.
|
Summary includes the use of appropriate and varied transitions that link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
|
|
Provides a concluding statement or section that supports the topic |
Summary does not have a concluding statement. |
Summary has a concluding statement but it does not flow with the previous paragraphs. |
Summary has a concluding statement that supports the topic. |
Summary has a concluding statement that supports the topic and also uses a “gift” to leave the reader with a thoughtful comment or question about the topic. |
Conclusion
Conclusion
As you come to the conclusion of this lesson you can see how words can evolve, change meanings, or the perspective of the word can be changed to mean something different. For an exit ticket, briefly explain your perspective of the term swagger.
Credits
SOURCE AND ACCESS INFORMATION
Contributed by: Lisa Davis
Name of Author/Source: Lisa Davis
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Reference
Gandhi, L. (2014, March 17). What Do Jay Z And Shakespeare Have In Common? Swagger. Retrieved June 06, 2017, from http://www.npr.org/sections/codeswitch/2014/03/17/290857087/what-do-jay…
Teacher Page
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
- Cite specific textual evidence when responding to questions about the NPR article "What do Jay Z and Shakespeare Have in Common? Swagger."
- Determine the meaning of selected words and phrases in the NPR article.
- Summarize the NPR article and explain the impact of the term "swagger" and how it has evolved in meaning over past centuries.
- Create a written summary that clearly introduces the topic, provides appropriate textual support from the article, uses varied transitions to link sections and ideas together, and provides a concluding statement or section that supports the topic.
Materials Needed:
- Computer, Internet Connection, and ability to type and upload a document.
WebQuest was created by Brian Marx