Understanding Racial Dynamics in The Hate U Give
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Understanding Racial Dynamics in The Hate U Give

Grade 12English5 days
This project involves a detailed exploration of Chapters 22-26 of 'The Hate U Give' through a structured Socratic Seminar and various activities that delve into themes of social justice, identity, and community relationships. Using literary analysis, students will discuss character motivations and the societal issues they reflect, as well as the use of literary devices to convey emotion and tension. The project also includes writing tasks such as a Community Influence Essay and creative responses, enabling students to connect the literature with real-world perspectives on identity and justice.
Socratic SeminarSocial JusticeCharacter DevelopmentLiterary AnalysisCommunity InfluenceIdentityThe Hate U Give
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can the themes, character developments, and literary devices in Chapters 22-26 of 'The Hate U Give' guide us to lead a profound Socratic seminar focused on exploring social justice, identity, and community relationships?

Essential Questions

Supporting questions that break down major concepts.
  • How do the events in Chapters 22-26 prepare us for engaging discourse on social justice and identity in a Socratic seminar?
  • In what ways do character motivations and conflicts offer a foundation for examining broader societal themes during the seminar?
  • What literary devices present in these chapters can be identified to enhance our discussion on emotions and narrative tension?
  • How do the actions and decisions of characters serve as critical points for discussion on narrative and relationships in the Socratic seminar setting?
  • How does Starr’s character development in these chapters enhance our seminar discussion on her responses to the challenges she faces?
  • What role does the community play in these chapters, and how can that be explored to understand the protagonist's growth and decisions in our seminar?
  • How can external events and pressures that shape internal conflicts lead to deeper discussions of character development in our Socratic seminar?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze the development of themes such as social justice and identity in Chapters 22-26 of 'The Hate U Give.'
  • Students will evaluate character motivations and conflicts within these chapters, understanding their reflection of broader societal issues.
  • Students will examine the use of literary devices, exploring how they convey emotions and tensions in the narrative.
  • Students will discuss the impact of characters' actions and decisions on the narrative and relationships.
  • Students will trace Starr's character development and her responses to challenges, analyzing how external events shape her journey.
  • Students will explore the role of community and its influence on the protagonist's choices and growth.

Common Core Standards

CCSS.ELA-LITERACY.RL.11-12.2
Primary
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account.Reason: Analyzing the themes of social justice and identity in Chapters 22-26 involves understanding their development and interaction throughout the text.
CCSS.ELA-LITERACY.RL.11-12.3
Primary
Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Reason: This standard is fundamental in analyzing characters' motivations, conflicts, and development in relation to the societal issues presented in the narrative.
CCSS.ELA-LITERACY.RL.11-12.4
Primary
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.Reason: Exploring literary devices and their effects on emotion and tension are key components of this analysis standard.
CCSS.ELA-LITERACY.SL.11-12.1
Secondary
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.Reason: The inquiry involves discussions about themes, character motivations, and societal issues which are addressed through collaborative discourse.
CCSS.ELA-LITERACY.W.11-12.3
Supporting
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Reason: Students may explore narrative writing in response to analyzing character development and motivations in the chapters, reflecting on these elements through creative responses.

Entry Events

Events that will be used to introduce the project to students

Socratic Seminar

Conduct a Socratic Seminar where students delve into deep discussions about the complex themes and character motivations found in Chapters 22-26 of 'The Hate U Give.' This seminar encourages students to ask and explore probing questions, promoting critical thinking and reflection. The interactive format enables students to articulate their insights and understand diverse perspectives.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Community Influence Essay

Students write an essay exploring the influence of the community on Starr's choices.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Reread Chapters 22-26 focusing on the portrayal of community interactions and pressures.
2. Identify key moments where community influences Starr's decisions and development.
3. Outline the essay, structuring it with an introduction, several body paragraphs each focusing on a different aspect of community influence, and a conclusion.
4. Draft the essay, ensuring to incorporate textual evidence and analysis on how the community shapes Starr's journey.
5. Revise the essay for coherence, clarity, and alignment with the thesis statement.

Final Product

What students will submit as the final product of the activityAn essay detailing the impact of community on the protagonist.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.W.11-12.3 - Writing narrative analysis.
Activity 2

Theme Analysis Mind Map

Students create a mind map to explore the themes of social justice and identity in Chapters 22-26.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Read Chapters 22-26 carefully and take notes on any instances that highlight themes of social justice and identity.
2. Create a central node in a mind mapping tool or on paper titled 'Themes of Social Justice and Identity'.
3. Branch out from the central node with key events, quotes, and dialogues from the text that relate to these themes.
4. Further branch out from these nodes with your analysis of how each element contributes to the theme's development.
5. Review and refine the mind map to ensure clarity and depth of the analysis.

Final Product

What students will submit as the final product of the activityA detailed mind map visually organizing the insights on themes of social justice and identity.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-LITERACY.RL.11-12.2 - Analysis of theme development.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Senior English Literary Analysis and Discussion Rubric

Category 1

Thematic Understanding

Assessment of student's ability to comprehend and analyze the themes of social justice and identity and their development throughout the chapters.
Criterion 1

Theme Identification

Ability to identify and articulate the main themes in Chapters 22-26 related to social justice and identity.

Exemplary
4 Points

Identifies multiple complex themes with clear connections to textural elements, providing insightful analysis across various chapters.

Proficient
3 Points

Identifies main themes accurately alongside relevant textual references, with thorough analysis across the chapters.

Developing
2 Points

Identifies some themes with limited references to textual evidence; analysis lacks depth in certain areas.

Beginning
1 Points

Struggles to identify themes; lacks referencing of textual evidence leading to a superficial analysis.

Criterion 2

Theme Development Analysis

Evaluation of student's ability to trace and explain the development of identified themes and their interaction in the text.

Exemplary
4 Points

Analysis includes a sophisticated understanding of theme development and interaction within the chapters.

Proficient
3 Points

Demonstrates a clear understanding and explanation of how themes develop and interact through evidence-based analysis.

Developing
2 Points

Shows partial understanding of thematic development with some connections made.

Beginning
1 Points

Exhibits minimal comprehension of thematic interaction, with little connection or development shown.

Category 2

Character and Community Analysis

Evaluation of student’s analysis of community influence on character motivations and development in the text.
Criterion 1

Character Influence Analysis

Ability to analyze how community dynamics influence main characters, especially Starr, using textual evidence.

Exemplary
4 Points

Exemplary articulation of community influences with multiple pieces of evidence and nuanced insights.

Proficient
3 Points

Clear articulation of community effects on character motivations with relevant evidence provided.

Developing
2 Points

Partial articulation of community impacts, with less comprehensive evidence and analysis.

Beginning
1 Points

Minimal articulation of how community impacts character, lacking clear evidence and depth.

Category 3

Discussion and Participation

Assessment of participation in the Socratic seminar, focusing on depth of insight and contribution to collaborative discourse.
Criterion 1

Discussion Engagement

Ability to initiate and contribute meaningfully to seminar discussions on themes and character dynamics.

Exemplary
4 Points

Exemplary engagement with frequent, insightful contributions that deepen the discussion.

Proficient
3 Points

Consistent, insightful contributions that enhance the discussion and reflect clear understanding.

Developing
2 Points

Occasional contributions that show engagement but may lack depth or clarity.

Beginning
1 Points

Minimal contributions that lack depth, insight, or consistency.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how the themes of social justice and identity in Chapters 22-26 of 'The Hate U Give' have influenced your perspective on these issues in real life. Share specific insights or changes in your understanding.

Text
Required
Question 2

On a scale from 1 to 5, how well do you feel you understand the character motivations and conflicts presented in Chapters 22-26?

Scale
Optional
Question 3

Which literary device employed in Chapters 22-26 did you find most effective in conveying emotions and narrative tension?

Multiple choice
Required
Options
Symbolism
Metaphor
Foreshadowing
Imagery
Irony
Question 4

How has Starr's character development in these chapters influenced your understanding of her challenges and growth?

Text
Required
Question 5

Reflect on the role of the community as portrayed in Chapters 22-26. How does this enhance your understanding of the community's impact on Starr's decisions?

Text
Optional