Hip Hop Goes Global:
Is Hip Hop Simply Music or Something More?
Developed by Sayuri Shimada
Revised by Micah Jendian
TEACHER VERSION
GRADE 9
Reading Selection for This Module
McBride, James. “Hip Hop Planet.” National Geographic Apr. 2007: 100-19. Print.
Module Description
“Hip Hop Goes Global” was designed to introduce ninth grade students to some of the basic skills,
reading strategies, and processes of the Expository Reading and Writing Course modules. This
single-article module is intended to be taught at the beginning of the year and will likely require
six to eight instructional days during the first semester. The final assignment is a summary and
response of the article students will read in the format of a letter to the author.
Module Background
The text in this module represents the essay genre on
a topic that is typically highly engaging for this grade
level. While many students will know famous hip hop
and rap artists, and their music, it is likely that many
will not be as well versed in the continually expanding
global reach of the hip hop sub-culture, as well as the
perspective of viewing it as a cultural art form. Some
may not be aware of how hip hop even began.
Drawing upon the viewpoints of a well-known writer
who shares his perspectives on the power and place of
hip hop in the world, the expository text presented
here offers an opportunity for students to gain a
foundation in learning, and practicing foundational
skills and strategies in working with expository texts.
The text comes from James McBride, writer and
music composer. He has written for many well-known
newspapers, including the New York Times, Boston
Globe, and Washington Post. He is most well-known
for his 1996 memoir, The Color of Water. “Hip Hop
Planet” first appeared in National Geographic in April
Acknowledgments
The contents of this curriculum module
were developed under a grant from the
Department of Education. However, those
contents do not necessarily represent the
policy of the Department of Education,
and you should not assume endorsement
by the Federal Government.
Funding was provided for the initial
development of this curriculum module
by the Merced County P-16 Education and
Community Council through an Advanced
Placement Incentive Program grant.
Additional funding was provided by The
California State University. Funding was
also provided by the Fresno County Office
of Education through an Investing in
Innovation Development Grant, including
these foundation partners: The Rosalinde
and Arthur Gilbert Foundation, The
William and Flora Hewlett Foundation,
Walter S. Johnson Foundation, California
Community Foundation, and James
Irvine Foundation.
1
GRADE 9
TEACHER VERSION
of 2007 and was included in Best African American Essays in 2009. In “Hip Hop Planet,” McBride
begins with a nightmare scenario, describing his potential shock should his daughter ever bring
home her future husband who happens to be a rapper that McBride would quickly identify as
having a “thug attitude.” Realizing his own hypocrisy were he to pass such judgment, he continues
by reflecting on how he shut out what was to become the hip hop revolution because he felt it
represented something of which he did not want to be a part. As he confesses to feeling regret over
missing “the most important cultural event” in his lifetime, he forwards his claim that hip hop
must not be ignored, and that we must listen to its message in order to understand the youth of
the world today. Students will have the opportunity to question what impact hip hop has had on
the youth of today and to ponder what it is that has made hip hop go global.
You may want to collect baseline information on students’ level of proficiency with regard to
the expectations of the ERWC curriculum. The students’ summary and response letter, which
culminates this module, can serve that function. You may also choose to administer an on-demand
writing prompt, which can be used to determine areas of instructional focus in future modules
when it comes to the rhetorical writing and essay revision process.
Module Objectives
Drawn from the Common Core State Standards, the module targets the skill areas below.
Students will be able to
•• Identify the subject, author, audience, purpose, occasion, and tone of a text
•• Identify the main ideas, including the author’s main argument or claim within a text
•• Explain the content and purpose within paragraphs of a text
•• Evaluate the credibility of the overall text
•• Provide an objective summary of the text in a concise and accurate manner
•• Respond to the text by taking a position and supporting it with specific reasons and examples
•• Apply annotation strategies to understand the structure, purpose, and content of a text
•• Explain and complete the steps within the rhetorical reading process
Note: The activities for students provided in the Student Version for this module are copied
here in the Teacher Version for your convenience. The shaded areas include the actual activities
the students will see. The use of italics in the shaded areas generally indicates possible student
responses and may be interspersed with notes to the teacher that are not shaded. If there are notes
to the teacher within the shaded areas, they are indicated by italics and parentheses.
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CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
GRADE 9
Reading Rhetorically
Prereading
The strategies in
this section of the
ERWC are designed
to prepare students
in advance of reading
increasingly complex
and sophisticated
texts. These brief,
introductory activities
will prepare students
to learn the content of
California’s Common
Core State Standards
(CCSS) for English
Language Arts (ELA)
and Literacy in the
sections of the
template that follow.
Exploring Key Concepts
In this Sentence Stems activity, students will use background experiences to
connect with the topic of hip hop. The activity will help all learners engage
with the topic while they are free to walk around the room. Additionally, it
is also a way to allow students to think about possible responses to various
concepts that will be presented throughout the module. In responding to
the various stems, students will have the opportunity to voice their ideas,
reflect on their background experiences (if any), connect with the topic, and
be exposed to key concepts. If you choose not to have your students walk
around, you may reach the same outcome by presenting the statements on a
handout and asking students to complete them at their seats.
Materials needed: large pieces of butcher paper, one marker per student, one
sheet of binder paper per student.
Write the bulleted statements from below on large pieces of paper, and post
them in different areas of the room. (The italicized statements are examples
of potential student responses and should not be included for the students.)
Leave plenty of space for students to be able to respond. There should be
roughly three to five students at a time responding to the stems at each
poster, depending on the size of your class.
•• When I hear the phrase “hip hop,” I instantly think of…
P. Diddy, dance videos, bling, cars, clubs, sagging pants
•• Hip hop is mostly about…
Music, voice, expression, art, money
•• Hip hop started …
I don’t know, with music, with ideas, in New York, with rappers
•• Hip hop has become popular because…
People like money, the clothes are cool, teenagers like it
•• If there is one thing that makes hip hop unique, it’s the fact that…
Everyone knows it, it’s all over the world, it’s lasted so long
•• Hip hop’s purpose is to…
Educate, sell records, make money, change people’s thinking, flow, tell about the
hard times
•• Hip hop is best understood by…
Kids, teens, the public, artists, gangstas
•• I think most people, adults, and teens, would agree that hip hop is…
Here to stay, powerful, everywhere, influential
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TEACHER VERSION
Have your students take a marker and freely respond to the sentence stems,
aiming to respond to each one by the end of the time limit. You may ask
students to initial their comments or allow them to respond anonymously.
Students should perform the task without discussing the stems but
responding quietly by writing their responses on the poster. The idea is that
students have the time and space to read other comments while having a
chance to express themselves without being influenced by peer discussion.
After the students have had a chance to complete most stems, they should
take a final gallery walk around the room and read the different responses.
Activity 1: Exploring Key Concepts—Sentence Stems Gallery
Walk
Using your marker, roam quietly around the room, and respond to the various
sentence stems (or beginnings of sentences). Try to complete them all with
whatever initial and appropriate thoughts come to mind. Take time to read
others’ responses as you go around writing your own.
Wait until the next part of the activity to discuss your responses.
After you complete the stems, take a gallery walk, and take note of responses
that stand out to you in some way. What do you see that makes you confused?
With what do you agree? With what do you disagree? What do you want to
know more about?
Jot down two to three of the ideas that stand out to you when you return to
your seat.
In Activity 2, students will use examples and personal observations on a topic
to share information with peers and practice active listening skills.
After concluding Activity 1, each student should choose a stem and response
that stood out in some way. The response could be something with which the
student agreed or disagreed. It could be something that the student connected
with or something that the student did not understand.
Students should write down the stem and the idea they would like to
share with their partner on a sheet of paper. This paper will be used for the
quickwrite activity to follow.
For the activity, announce the start and stop times, and let the students know
when to switch partners. After the activity, students may have reflections
on the ease or difficulty of expressing ideas on demand. This may be an
opportunity to talk about what was easy and/or difficult about it and why.
Activity 2: 60/60 Pair Share
You will now discuss what you wrote and read on the hip hop sentence stems.
With your partner, decide who will be Partner A and who will be Partner B.
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CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
GRADE 9
Partner A’s name:________________________________________________
Partner B’s name:________________________________________________
When the time starts, Partner A will talk about his or her chosen sentence stem
for 60 seconds. Continue talking, coming up with opinions and thoughts and
reasons and examples on the topic without stopping anytime during the 60
seconds. While Partner A is talking, Partner B’s job is to actively listen. When
the minute is up, you will switch and do the same while Partner A listens and
Partner B speaks.
Activity 3 may be used as an optional closing or extension activity to
Activities 1 and 2 depending on the pacing of your lessons and activities
within this module. Students will use the information gathered in whole class
and pair-share activities to synthesize ideas from the previous activities.
Have students use the same piece of paper where they took their notes for the
pair share. Students will now choose one of the sentence stems and respond
in detail, using personal experiences, examples, or reasons to expand upon the
key concept.
Activity 3: Sentence Stem Quickwrite
Choose one of the sentence stems, and complete a quickwrite in which you
use personal experiences, knowledge, and observations to expand upon the
main idea you’ve chosen. You may use your peers’ ideas from the sentence stem
posters or ideas from the 60/60 Pair Share to help you write your reflection.
When I hear the phrase “hip hop,” I instantly think of…money. I know hip
hop is more than about money, but it seems like every time I see an artist, there’s
always a focus on cars or big houses. But, sometimes I notice that some songs focus on
fun and good times or about making people feel hopeful. One of my favorite songs
by Tupac was about keeping your head up and believing that things can get better.
Another thing I think of when I hear hip hop is about how it is controversial. It
seems like young people get it, but older people take it too seriously. I think there are
many different types of hip hop and some of it is about violence. But, some songs
like the ones by Common or Talib Kweli are about the world. I think hip hop is
probably the most popular music out there because there are so many different kinds.
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HIP HOP GOES GLOBAL | 5
GRADE 9
TEACHER VERSION
The strategies in
this section of the
ERWC are designed
to prepare students
in advance of reading
increasingly complex
and sophisticated
texts. These brief,
introductory activities
will prepare students
to learn the content
of the CCSS for
ELA/Literacy in
the sections of the
template that follow.
Getting Ready to Read
In Activity 4, students will connect prior knowledge and experience to
respond to a core question.
Activity 4: Getting Ready to Read—Quickwrite
Write a journal entry in which you reflect and respond to the following prompt:
• What influence does hip hop have in our society or in our world?
• What is its message?
• Is it just music or something more?
Respond to these questions with examples from your own experience and
observations.
Allow students to share their responses.
Important: Save the quickwrites so they can be used for one of the closing
activities.
Activity Extension: You may choose to show images of various hip hop
artists and images associated with the hip hop subculture, including fashion,
graffiti, and political statements, etc. This type of slideshow may assist some
students in considering different perspectives, and it might provide some
students with additional schema to stimulate thought for the prereading part
of the process.
Language
4. Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grades
9-10 reading and
content, choosing
flexibly from a range
of strategies.
a. Use context
(e.g., the overall
meaning of
a sentence,
paragraph, or
text; a word’s
position or
function in a
sentence) as
a clue to the
meaning of a
word or phrase.
c. Consult general
and specialized
reference
materials (e.g.,
college-level
dictionaries,
Understanding Key Vocabulary
In the following activity, students use a vocabulary scaffold to focus on key
vocabulary within the text, and later, use the vocabulary in their responses
to the text. Rather than looking up definitions, students will be provided
straightforward definitions of the words that they will explore more
thoroughly with a Vocabulary Scaffold Organizer. Students will use words
from this organizer in the culminating activity of the module.
The following list of words and definitions is divided into two parts. The
first part includes words that will be the focus of the vocabulary activity.
The second part contains words that are likely to be more familiar to a
student or that may not be as frequently heard or used on a day-to-day basis.
Provide instruction for these words as needed to support your students’
understanding of the text.
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CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
rhyming
dictionaries,
bilingual
dictionaries,
glossaries,
thesauruses),
both print and
digital, to find the
pronunciation
of a word or
determine or
clarify its precise
meaning, its part
of speech, or its
etymology. CA
d. Verify the
preliminary
determination
of the meaning
of a word or
phrase (e.g., by
checking the
inferred meaning
in context or in a
dictionary).
6. Acquire and use
accurately general
academic and
domain-specific
words and phrases,
sufficient for
reading, writing,
speaking, and
listening at the
college and career
readiness level;
demonstrate
independence
in gathering
vocabulary
knowledge when
considering a word
or phrase important
to comprehension
or expression.
Word
GRADE 9
Meaning
Words addressed in the activity
credibility (noun)
worthy of belief or confidence; capable of being
believed
permeate (verb)
to pass into or through every part of something
linger (verb)
to hang around for a while
embrace (verb)
to hold or hug, to welcome something openly
legacy (noun)
heritage, powerful story that a person or people
leave behind
Other words
hypocrisy (noun)
the act of pretending to have morals or beliefs that
you really don’t have or practice
defiant (noun)
marked by resistance or bold opposition, as to
authority; challenging
enigma (noun)
a puzzling situation that can’t be explained
clarion (adj.)
clear and ringing like a high trumpet sound
moral (adj. or noun)
being able to take actions that show you know the
difference between right and wrong
The Vocabulary Scaffold Organizer offers a variety of ways for students to
engage with the vocabulary, including statements of meaning (in the student’s
own words), examples of how the word is used in the text, and examples of
personal connections with the word. Students can use personal experiences
or observations to make connections with the word and establish a familiar
context. This portion of the organizer can be made more or less challenging
based on a student’s level. Lastly, the final column includes sentence frames to
help students correctly use the word in a context that may be different from
the topic of the module.
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TEACHER VERSION
Activity 5: Understanding Key Vocabulary
In the following Vocabulary Scaffold Organizer, the vocabulary words and
their meanings are provided for you. Give an example of the word in your own
words and complete the example sentence.
Vocabulary Scaffold Organizer
Word (part
of speech)
1. credibility
(noun)
2. permeated
(verb)
Meaning
Examples
(What it is, Where I
see it, What pictures
come to mind)
Worthy of
belief or
confidence;
capable
of being
believed
Experts have it.
It’s about being
professional.
Leaking
into, or
spreading
through,
reaching
many
places
When something
reaches far and wide.
Text: “They had no
journalism degrees.
No money. No
credibility. “I think
of doctors, lawyers, and
researchers.
Text: “… in every
society it has
permeated.”
Example Sentence
___________ has a
(expert’s name)
lot of credibility in
the field of
______________.
(area of expertise)
The style trend of
_______________
has permeated
through teens who
like _____________.
(specific example of
trend stated above)
YouTube, Twitter,
iPods, Coca Cola
3. to linger
(verb)
lingering
(adj.)
To stay
around,
or hang
around for
a while
Ideas linger, guilt
lingers, thoughts
linger, ex-boyfriends/
girlfriends might linger
Text: “The rap artists
come and go, but
the conditions that
produced them linger.”
I kept having a
lingering feeling
I would be called
back to play on
the team, since
_______________.
A bad cold
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CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
Word (part
of speech)
Meaning
4. to embrace To hold,
(verb)
or hug, or
welcome
someone or
something
Examples
(What it is, Where I
see it, What pictures
come to mind)
It’s acceptance.
Text: “I have come
to embrace this
music…”
Things I embrace: my
values, my family, my
dreams
5. legacy
(noun)
The
heritage or
powerful
story that
a person
or group
of people
leave
behind
GRADE 9
Example Sentence
I find that it’s easy
to embrace the
ideas of my friend
______________,
(friend’s name)
when he/she talks
about __________
_______________.
(topic where you and
your friend tend to
agree)
A long story. Its history
and heritage.
____________ left a
(person’s name)
legacy because of
how influential he/
Text: “… that is our
she was as a(n)
generation’s legacy.”
_____________.
My grandmother left a (career title/role the
legacy since she brought person held)
us all together.
Your choice:
6.
Reading –
Informational Text
Surveying the Text
5a.Analyze the use of
text features (e.g.,
graphics, headers,
captions)… CA
Surveying the text will allow students to use key features of the text to begin
assessing the validity and credibility of the text and its source. In Activity
6, students acquaint themselves with the basic structure of the text and any
unique features. It also allows them to consider the source of the text, which
is often an important step in assessing the writer’s credibility. The activity may
be completed by each student, in partners, in groups, or as a class.
Activity 6: Surveying the Text
Discuss and write down answers to the following questions (as a class, with a
partner, or in a small group):
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GRADE 9
TEACHER VERSION
• Read the source notes at the end of the text. In what publication was this
text published? What do you know about the source? Is it credible?
• Read the background information about James McBride. Given this
information, what can you expect from the piece? Why?
The strategies in
this section of the
ERWC are designed
to prepare students
in advance of reading
increasingly complex
and sophisticated
texts. These brief,
introductory activities
will prepare students to
learn the content of the
CCSS for ELA/Literacy
in the sections of the
template that follow.
Making Predictions and Asking Questions
In this activity, students will make predictions about the text by scanning key
areas of the text. Making predictions will allow students to connect any of
their own experiences, knowledge, or observations to their first impressions of
the text. Students will need to refer to this activity after the first reading.
Activity 7: Making Predictions and Asking Questions
Complete the following Discussion and Prediction Chart with your partner
by reading and then discussing each question. Then, come to an agreement
on some common predictions. Take turns reading the questions aloud, and
alternate who responds first to the questions. As your partner responds, take
notes in the right column.
Discussion and Prediction Chart: Hip Hop Planet
Question
Title:
Based on the title, what
do you think you will
be reading about?
Paragraph 1:
What does this
paragraph tell you
about how McBride
feels about hip hop?
10 | HIP HOP GOES GLOBAL
What I think
What my
partner thinks
The title doesn’t give us
much information. I
don’t think the writer is
stating a position, but I
do think he’ll talk about
hip hop and how its
influence is all over the
world.
How hip hop is changing
the world
It seems like he doesn’t
know how he feels. It’s
like he sees himself in
the young rapper, but he
doesn’t want to face it.
It’s almost like he feels
hip hop isn’t good music
so he doesn’t want to give
it any credit.
He doesn’t like it, or he
didn’t used to like it.
He doesn’t consider it
real art or music. He sees
rappers as thugs.
CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
Paragraph 1:
GRADE 9
McBride realizes that
even if he doesn’t view
What does McBride
it as real music, that
realize in this nightmare it’s “ruling the world.”
scenario?
He realizes that even
if he doesn’t love it, it
has a strong hold on the
youth and that he has to
pay attention to it. The
fact that his nightmare
is about his daughter
marrying a rapper lets
us know how much he is
not accepting of the hip
hop culture.
Hip hop is a nightmare
to him, but maybe he
needs to listen to it and
give it a chance. He
knows that he listened to
music his parents didn’t
regard as good music at
the time.
Paragraph 1:
I think he’ll talk about
how he realized hip hop
is real and powerful
music and more than
just music. I think he’ll
talk about how he was
mistaken, and how he
judged hip hop based on
stereotypes.
He’ll talk about how
everyone listens to hip
hop, and how adults
need to respect it for
being the voice of the
youth and of a new
culture.
Can we understand hip
hop?
Can we admit hip hop is
here to stay?
Can we share hip hop
with the world?
Can we learn more from
other countries?
Can we work together to
use hip hop for something
positive?
Can we move away from
violence?
What do you predict
McBride will discuss in
his essay?
Last Line (12):
What do you think
McBride might be
referring to? Can we…
what? Make a list of
possible endings to the
question based on the
topic.
What We Think (three sentences): We think that James McBride will
discuss how…
Nobody can ignore hip hop or not recognize it as a powerful form of music. He
will talk about how no matter what music you like that you can’t escape hip
hop. He might talk about how it’s not just music, but how it’s also part of our
lives, our fashion, and our manner of communication. We think he’ll talk about
famous artists to prove his point.
What We Wonder: Three questions we have for McBride
1. Why is hip hop so popular?
2. Why did hip hop scare you so much?
3. How is it influential in other countries?
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TEACHER VERSION
Have students share ideas from What We Think or What We Wonder as a
way to bring closure to the prereading portion of the module.
Extension Option: If the timing works out, you may choose to have the
students share their three questions on an Exit Ticket as they leave class from
this lesson. Then these tickets can be used as part of a review for the next
day’s lesson.
Reading
Reading –
Informational Text
Reading for Understanding
1. Cite strong and
thorough textual
evidence to support
analysis of what
the text says
explicitly as well as
inferences drawn
from the text.
First, students should read for understanding. What the students learned
during the prereading activities (quickwrites, vocabulary, predicting, etc.)
should help them better comprehend the reading. At this point, they should
try to agree with what the writer has to say. This is referred to as reading “with
the grain.” In this exercise, students will highlight main ideas that help them
understand the basic elements of the article.
For many students, having a purpose for interacting with the text helps them
to focus. Activity 8 will help students understand that they are reading with a
specific purpose in mind.
It may be helpful to model the reading and highlighting process. For the initial
reading, have the students participate in a think-aloud for the first several
paragraphs. This way, students can see how to pace their reading and see a
model of the phrases and sentences that can be highlighted as main ideas.
Activity: 8 Reading for Understanding
1. Highlighting with a Purpose
Now you will finish reading the rest of the essay. As you read, highlight any
main idea phrases or sentences.
Remember: Main ideas are general statements that highlight the most
important ideas in a piece of writing. Main ideas are what the examples,
reasons, or evidence help explain or prove.
2. Reviewing Predictions
Refer to your discussion and prediction chart.
• Which of your predictions turned out to be true?
• Did McBride answer any of the questions you asked?
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TEACHER VERSION
GRADE 9
After the students finish reading, you will introduce them to a basic
strategy for identifying key elements of an expository text: SOAPSTone.
The capitalized letters refer to major text components: Subject, Occasion,
Audience, Purpose, Speaker, and Tone. Students will find this strategy
helpful when writing summaries. You will be able to use SOAPSTone to
quickly determine whether or not a student has grasped the basics of a text.
If this strategy is new to you and/or your students, it can be introduced by
using advertisements as examples. Students usually are able to identify the
SOAPSTone elements in ads for products such as bathroom cleaners, kids’
cereals, cell phones, or cars quite easily. Use this practice as a transition into a
discussion of how writers also use these elements.
For Activity 9, students will use the side-by-side SOAPSTone chart as a way
to compare the essay to the SOAPSTone elements. Later, the information
from their SOAPSTone charts will help them write a summary of the essay
and a response.
Activity 9: Analyzing SOAPSTone Elements
Complete the following SOAPSTone chart noting subject, occasion, audience,
purpose, speaker, and tone for McBride’s article. When you are done, check
your answers with a partner. Add or revise information as necessary.
Text Component
“Hip Hop Planet”
by James McBride
Subject
What is the subject or topic of the
piece?
What theme or big idea do you see?
What is this piece about?
How hip hop is the music of history
and present day, and how we must
all pay attention to it to understand
today’s youth
Occasion
What event or occasion do you think His nightmare
caused the author to write this piece?
Audience
To whom is the author writing? How The general public—he doesn’t
do you know?
reference any specific group, and it
almost seems like it’s for the world to
hear
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TEACHER VERSION
Text Component
“Hip Hop Planet”
by James McBride
Purpose
What does the author want you to
believe or understand?
What is the purpose of the text?
(choose one):
• To educate or inform (if the
author’s position was neutral)
• To persuade or convince (if the
author’s position was negative or
positive)
• To reflect on an important
event or idea (poetry, personal
narrative).
At first, it seems like he is reflecting,
but then it also seems like he’s trying to
persuade people to listen to the message
of hip hop, and not write it off as just
violence or just for kids.
Speaker
What do we know about the speaker? He is a very accomplished writer. He
How does his background affect his
has written for a lot of well-known
point of view on the subject?
publications. I think he has a worldperspective. He must be very welleducated. He has a lot of credibility.
Tone
What is the attitude of the speaker
or writer as revealed by the choice of
vocabulary?
Tone words: academic, formal,
informal, sarcastic, humorous,
informative, reflective, persuasive,
casual, argumentative, passionate,
cautionary, condescending,
respectful, etc.
Prerequisite Grade 8
Standard: Reading –
Informational Text
1. Cite the textual
evidence that most
strongly supports
an analysis of
what the text says
explicitly as well as
inferences drawn
from the text.
2. Determine a
central idea of a
text and analyze
its development
His tone is not too serious or formal,
but very passionate. He really cares
about the topic. He uses personal
stories. He is slightly casual.
Annotating and Questioning the Text
When rereading the text, it is helpful for students to understand how the
purpose for reading changes from the first reading to the second reading. In
the first reading, they are reading to understand the text and confirm their
predictions. In the second reading, they are reading “against the grain.”
At this point, it may be sufficient to explain to the students that a second
reading is when they may begin questioning the points made in the text,
evaluating the evidence, and making judgments about the credibility of the
piece. In other words, what is the author’s main point, and how does he make
14 | HIP HOP GOES GLOBAL
CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
over the course of
the text, including
its relationship to
supporting ideas; …
Grades 9-10
Reading –
Informational Text
2. Determine a
central idea of a
text and analyze its
development over
the course of the
text, including how
it emerges and is
shaped and refined
by specific details; …
GRADE 9
it? What is the author saying, and what does he mean? What does the author
value, and how can you tell?
Annotation is an important step in learning to question a text. By annotating,
students learn to identify how specific words, phrases, sentences, and
paragraphs function in the text. They identify the content and purpose of text
pieces and their own reactions to them. To begin, students will complete a
guided annotation.
Activity 10: Annotating and Questioning the Text
Annotating the text is a way of making sure you understand the most important
parts of a text. The word “annotation” includes the Latin root “not/nota,” which
means “to mark or sign.” In this case, you are marking the text. Once you
understand it, you can begin to analyze (think about its parts) and interpret
(make meaning of it).
Annotating the text is also a way to help you with your writing. By identifying
and understanding what McBride uses in his essay to make it a strong piece of
writing, you will be able to make your own writing more powerful.
You will be making marginal notes. For this activity, you will make different
notes in the left and right margins.
LEFT MARGIN: Understanding Content and Purpose
Highlight, underline, and make notes in the margin where you find the
following:
• The issue McBride is writing about
• McBride’s main points
• Examples that show how McBride feels about the issue
• Examples of how hip hop is a global issue
• What McBride wants his readers to do or believe
RIGHT MARGIN: Reacting to the Text
Highlight, underline, and make notes in the margin where you
• Agree
• Disagree
• Have a question
• Have a comment
• Have any sort of reaction (This might mean feeling surprised, shocked,
confused, or interested.)
Consider the following criteria in evaluating the students’ annotations:
•• The writer has systematically annotated the reading, identifying the main
idea, major points, and important examples
•• The writer has also included some personal reaction.
CSU EXPOSITORY READING AND WRITING MODULES
HIP HOP GOES GLOBAL | 15
GRADE 9
TEACHER VERSION
Reading –
Informational Text
Noticing Language
4. Determine the
meaning of words
and phrases as they
are used in a text,
including figurative,
connotative, and
technical meanings;
analyze the
cumulative impact
of specific word
choices on meaning
and tone (e.g.,
how the language
of a court opinion
differs from that of a
newspaper).
The following activity asks students to review the vocabulary they examined
with the Vocabulary Scaffold Organizer. Using the text, review other
vocabulary words in the teacher list. Additionally, review the words,
meanings, and examples on the scaffold.
Prerequisite Grade 8
Standard: Reading –
Informational Text
Considering the Structure of the Text
5. Analyze in detail
the structure of a
specific paragraph
in a text, including
the role of particular
sentences in
developing and
refining a key
concept.
Grades 9-10
Reading –
Informational Text
5. Analyze in detail
how an author’s
ideas or claims
are developed and
refined by particular
sentences,
paragraphs, or
larger portions of a
text (e.g., a section
or chapter).
Activity 11: Noticing Language
Review the examples and sentences you have for each word on your Vocabulary
Scaffold Organizer. Add any examples or example sentences that you found
within the text to your “examples” column.
Looking closely at how the essay is structured will help the students
understand that a writer builds a piece with intention. This offers yet another
opportunity to point out to students how looking closely at a text can help
them improve their writing.
As an end result of Activity 12, students should be able to independently
chunk a text and explain why certain paragraphs go together. Students should
be able to articulate the function of the paragraphs as a chunk. To learn the
process of chunking, examining the function of paragraphs and how they
might work together, students will practice the basics through a guided
chunking activity.
Activity 12: Considering the Structure of the Text—Guided
Chunking
Why does an author use paragraphs? How does an author let the reader
know when he is going to end the introduction? How do you know when the
author is moving on to a conclusion? These are all questions that are part of
considering the structure of a text—how a text is built.
Below you will find a list of statements that describe the purpose of a paragraph
or a chunk of paragraphs.
Determine which paragraph or paragraphs can be chunked to match the
statement. Write the number or numbers on the line provided.
Circle the word that best describes what McBride’s purpose is in the paragraphs.
In other words, what is he doing?
1. McBride argues about/describes/criticizes a nightmare that made him reevaluate his perceptions of hip hop.
Paragraph(s): __________1____________
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TEACHER VERSION
GRADE 9
2. McBride disregards/states/recalls a personal experience about when he first
heard hip hop music and how he felt about it.
Paragraph(s): _____2, 3, and 4______
3. McBride illustrates/conceals regret for not paying attention to hip hop as
an art form and movement.
Paragraph(s): ______5 and 6_______
4. McBride highlights/mentions the national and global influence of hip hop.
Paragraph(s): __________7__________
5. McBride claims/questions that hip hop has an undeniable uniqueness and
power.
Paragraph(s): __________8__________
6. McBride mentions/provides a picture of the roots of hip hop.
Paragraph(s): __________9__________
7. McBride employs statistics to prove/say how hip hop is more than just
about music.
Paragraph(s): ______10 and 11_______
8. McBride challenges/threatens readers to acknowledge hip hop as a global
and social movement, and not to ignore its power.
Paragraph(s): __________12__________
9. What is McBride’s most powerful paragraph or chunk of paragraphs, and why?
10. Read the lines that stand alone in McBride’s essay. Why do you think those
statements stand on their own?
Reading –
Informational Text
4. Determine the
meaning of words
and phrases as
they are used in
a text, including
figurative,
connotative,
and technical
meanings; analyze
the cumulative
impact of specific
word choices
on meaning and
tone (e.g., how
the language of
a court opinion
differs from that of
a newspaper).
Language
3. Apply knowledge
of language to
Analyzing Stylistic Choices
McBride’s choice of specific and strong language creates images that speak
loudly. He avoids empty words and phrases, and is very careful about words
he chooses in order to create lasting images. Additionally, he is careful to
choose words so that the writing does not become repetitive. McBride uses
personification, metaphors, and illustrative language to forward his purpose.
In Activity 13, students will analyze the word choices in sentences drawn
from the article. In each quote, bland language has been substituted for
McBride’s lively language.
Bland Language
avoided
spread
comes cross
take advantage of
shows us that we are lacking values
CSU EXPOSITORY READING AND WRITING MODULES
Stylistic Language (in essay)
high-stepped
exploded
eats
gobble up
empty moral cupboard
HIP HOP GOES GLOBAL | 17
GRADE 9
TEACHER VERSION
understand how
language functions
in different contexts,
to make effective
choices for meaning
or style, and to
comprehend more
fully when reading
or listening.
5.Demonstrate
understanding of
figurative language,
word relationships,
and nuances in
word meanings.
a. Interpret figures
of speech (e.g.,
euphemism,
oxymoron) in
context and
analyze their role
in the text.
b. Analyze nuances
in the meaning
of words
with similar
denotations.
Students are asked to find the quotes and figure out which words have been
substituted. They will write the author’s language in the space provided. Then
they will explain how the word choices affect the overall tone of the piece.
The statements may be displayed on an overhead transparency, document
projector, or LCD projector, or you may choose to make copies of the
sentences.
Activity 13: Analyzing Stylistic Choices—Stylistic Word Hunt
All writers are mindful of the language they use and how they use it to make
their audiences feel a certain way. McBride does the same here.
Analyze the word choices in the following sentences. In each quote pulled from
the article, bland (plain or simple) language has been substituted for McBride’s
lively stylistic choices.
Find the quotes, and figure out which words have been substituted. Write the
author’s language in the space provided. Then explain how the word choices
affect the overall tone of the piece. In other words, how does the author’s
language suit the author’s purpose and audience?
The following sentence starters may be helpful as you answer the questions below.
• By McBride’s usage of the word “_____________________,” the reader
thinks of…
• The word makes the reader feel …
• The word “_______________________” reminds me of
____________________ and ______________________.
1. For the next 26 years, I avoided that music the way you step over a crack in
the sidewalk.
Stylistic choice: high-stepped
The word “high-stepped” sounds almost like a dance move and because of that
relates to the text. It gives an image of what lengths he would go to in order to
avoid hip hop. It sounds like a fast movement.
What effect does the stylistic choice have? How does it make the reader
feel? What does it make the reader think about?
2. Not since the advent of swing jazz in the 1930s has American music spread
across the world with such overwhelming force.
Stylistic choice: exploded
The word “exploded” speaks to the power of the music. It is like something built
up and that couldn’t be contained.
What effect does the stylistic choice have? How does it make the reader
feel? What does it make the reader think about?
3. Whatever music it comes across becomes part of its vocabulary, as the
commercial world falls into place behind it to take advantage of the
powerful slop in its wake; it metamorphoses into the Next Big Thing.
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TEACHER VERSION
GRADE 9
Stylistic choice: eats
This makes hip hop seem like it’s an uncontrollable force or even like it’s human.
The same goes for the use of “gobbles up.” It’s like hip hop has become a powerful
person. McBride is showing us that it’s not just about music.
What effect does the stylistic choice have? How does it make the reader
feel? What does it make the reader think about?
4. At its best, hip hop shows us that we are lacking values of our generations’
legacy.
Stylistic choice: empty moral cupboard
This is a metaphor saying that we don’t have any morals left. Usually cupboards
are for food, the thing we need in order to live, and he is saying there is nothing
there.
What effect does the stylistic choice have? How does it make the reader
feel? What does it make the reader think about?
Conclude this activity by asking the following questions for Stylistic Analysis:
1. Why would McBride choose to use this type of language?
He can paint a better picture for the reader. It makes the writer more
interested, and it taps into our emotions more.
2. Through his stylistic choices, what impression does he give the reader
about hip hop?
He makes hip hop seem all powerful. He almost makes hip hop seem like a
person.
3. Through McBride’s use of language, how do you think he feels about
society and the world?
It seems like he’s concerned about where we’re headed. He seems to think that
hip hop can give us some answers to understand some of the social pain and
suffering going on in the U.S. and around the world.
Postreading
The strategies in
this section of the
ERWC are designed
to reinforce students’
learning of the content
of the standards in the
preceding sections
of the template and
transfer that learning to
other settings.
Reflecting on Your Reading Process
Reflection is an essential component in learning. Reflecting on their own
reading process helps students consolidate what they have learned about
being a thoughtful and active reader.
The questions in Activity 14 may be used to lead a discussion or as the topic
for a quickwrite.
CSU EXPOSITORY READING AND WRITING MODULES
HIP HOP GOES GLOBAL | 19
GRADE 9
TEACHER VERSION
Activity 14: Reflecting on Your Reading Process
Before we move into the more formal writing component of this module,
reflect on your experience reading the text.
• In what ways has your reading and understanding of this text improved as a
result of our work with it?
• What reading strategies helped you most to deepen your understanding of
the text?
• How can you apply these reading strategies in reading other texts and in
other classes?
Connecting Reading to Writing
Discovering What You Think
Writing
5. Develop and
strengthen writing
as needed by
planning, …
focusing on
addressing what is
most significant for
a specific purpose
and audience.
Considering the Writing Task
Activity 15 is designed to help your students understand what they need to
do to meet the requirements of the writing assignment fully and directly.
Many students do not do well on assignments because they don’t read the
assignment carefully and don’t know exactly what to do.
To facilitate students’ understanding of the writing task, do the following:
•• Distribute the writing task to your students.
•• Read through the writing task, and ask students to annotate the writing task
as you do so, underlining key information and noting questions they have.
•• Have students—in pairs—complete a SOAPSTone chart to clarify the
subject, occasion, audience, purpose, speaker, and tone for their own letter.
•• Review their SOAPSTone chart, and answer questions that students have
about the task.
Activity 15: Considering the Writing Task
Summarizing and Responding in a Letter to James McBride
Now that you have considered the topic of hip hop and its global influence, you
will write a summary and response in the format of a letter.
Your task is to compose a letter to James McBride with the purpose of letting
him know what you think about the claims he makes about the importance and
power of hip hop in his essay.
The first portion of the letter will be a summary where you show McBride that
you understand the main points of his essay. The second portion of your letter
will be a thoughtful and formal response to his ideas.
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TEACHER VERSION
GRADE 9
Directions for the summary:
Begin your letter with a one-paragraph summary of the essay following the
steps below:
• In the first sentence, state which of his texts you read in “quotation marks”
and the subject of the essay.
• Next, inform Mr. McBride that you understand what occasion may have
made him want to write this essay.
• Follow this with two to three sentences summarizing the key ideas of the
article.
• Your last sentence should state what you believe was his purpose for writing
the essay and his intended audience.
Reminders for the summary portion of your letter:
• Address the author as Mr. McBride.
• Use your own words. Do not include quotations or direct sentences from the
article.
• Keep your opinion out of the summary. A summary is not the place to agree
or disagree.
Directions for the response:
Write a one-paragraph response to the essay following the order of the steps
below:
• In the first sentence, state whether you agree or disagree that we have
become a “hip hop planet.”
• Choose one to two main idea statements from McBride’s essay, and explain
to him how you agree or disagree with the statements by providing reasons
and examples from your own experiences and observations.
• Close your paragraph by stating whether McBride’s essay was strong or weak,
and explain to him why he did or did not make his point.
Reminder for the response portion of your letter:
• Use words from your vocabulary scaffold as they pertain to your topic.
In pairs, complete the SOAPSTone chart to clarify the subject, occasion,
audience, purpose, speaker, and tone for your own letter.
SOAPSTone Chart for your Letter to McBride
Text Component
Your Summarizing and
Responding Letter
Subject
What is the subject or topic of your
letter? What is it about?
CSU EXPOSITORY READING AND WRITING MODULES
James McBride’s ideas about hip hop
as presented in his article, “Hip Hop
Planet”
HIP HOP GOES GLOBAL | 21
GRADE 9
TEACHER VERSION
Your Summarizing and
Responding Letter
Text Component
Occasion
What event or occasion is causing
you to write this letter?
I have just read McBride’s article.
Audience
To whom will you be writing?
James McBride
Purpose
What is the purpose of your letter?
I want to show him I understand his
main ideas and to share my response
with him.
Speaker
Who is the speaker?
I am.
Tone
What kind of tone do you want to
have? How do you want to present
yourself so that he will listen to what
you have to say about his ideas?
Writing
5. Develop and
strengthen writing as
needed by planning,
… focusing on
addressing what is
most significant for a
specific purpose and
audience.
8. Gather relevant
information from
multiple authoritative
print and digital
sources, using
advanced searches
effectively; assess
the usefulness
of each source
in answering
the research
question; integrate
information into the
text selectively to
maintain the flow
of ideas, avoiding
plagiarism and
following a standard
format for citation
including footnotes
and endnotes. CA
I want to show him that I care about
the topic, am respectful, and informed.
Getting Ready to Write and Gathering Evidence to Support
Your Claims
Much of students prewriting work has already been accomplished at this
point because students have been “writing to learn” while engaging in the
reading activities they have already completed.
Remind students of this, and allocate time for them to gather and review their
notes, quickwrites, and vocabulary organizer to assist them in writing their letter.
Activity 16: Getting Ready to Write and Gathering Evidence to
Support Your Claims
Much of your prewriting work for your letter has already been accomplished
through the reading activities you have already completed.
Gather and review your various notes, quickwrites, and vocabulary activities to
see what you might want to incorporate into your letter.
You may want to organize your support material into information appropriate
for the summary portion of your letter and your ideas that would be
appropriate for the response portion of the letter.
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CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
9. Draw evidence
from literary or
informational texts
to support analysis,
reflection, and
research.
10.Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and
audiences.
Writing
2. Write informative/
explanatory texts
to examine and
convey complex
ideas, concepts, and
information clearly
and accurately
through the
effective selection,
organization, and
analysis of content.
4. Produce clear
and coherent
writing in which
the development,
organization, and
style are appropriate
to task, purpose, and
audience.
9. Draw evidence
from literary or
informational texts
to support analysis,
reflection, and
research.
10.Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and
audiences.
GRADE 9
Writing Rhetorically
Entering the Conversation
Composing a Draft of Your Summary
The ability to accurately and objectively summarize a text is essential to
academic writing, and your students are prepared to begin drafting theirs.
Allocate an appropriate amount of time in class for students to complete (or
at least begin) Activity 17. The materials your students organized in Activity
16 and the specific directions for the summary articulated in the writing task
should guide their drafting.
Activity 17: Composing a Draft of Your Summary
Referring to the materials you have gathered from your previous work with
McBride’s article and the directions for the summary on the writing assignment
(and here again below), begin drafting the summary portion of your letter to
McBride.
Directions for the summary:
Begin your letter with a one-paragraph summary of the essay following the
steps below:
• In the first sentence, state which of his texts you read in “quotation marks”
and the subject of the essay.
• Next, inform Mr. McBride that you understand what occasion may have
made him want to write this essay.
• Follow this with two to three sentences summarizing the key ideas of the article.
• Your last sentence should state what you believe was his purpose for writing
the essay and his intended audience.
Reminders for the summary portion of your letter:
• Address the author as Mr. McBride.
• Use your own words. Do not include quotations or direct sentences from the
article.
• Keep your opinion out of the summary. A summary is not the place to agree
or disagree.
CSU EXPOSITORY READING AND WRITING MODULES
HIP HOP GOES GLOBAL | 23
GRADE 9
TEACHER VERSION
Writing
8. Gather relevant
information
from multiple
authoritative
print and digital
sources, using
advanced searches
effectively; assess
the usefulness
of each source
in answering
the research
question; integrate
information into the
text selectively to
maintain the flow
of ideas, avoiding
plagiarism and
following a standard
format for citation
including footnotes
and endnotes. CA
Using the Words of Others (and Avoiding Plagiarism)
One of the most important features of academic writing is the use of words
and ideas from written sources—through direct quotation, paraphrase, and/
or summary. Activity 18 is designed to support the students’ response portion
of their letter to McBride by having them choose the passage or passages they
will quote. This will provide students with practice leading into, integrating,
and paraphrasing these quotations.
Activity 18: Using the Words of Others—Preparing to Write Your
Response
Direct quotations and paraphrasing are two ways that you can use the words of
others. When you directly quote a writer, you are using the writer’s exact words.
Therefore, you must place the writer’s words in quotation marks. When you
use a writer’s words and ideas, but you put them into your own words, you are
paraphrasing. You must still make sure you let your readers know that the ideas
are not your own.
A summary restates the points of a text. A response asks you to provide your
opinions regarding the text, its main points, its arguments, and its use of
reasons and examples. To make your response clear, you need to use the author’s
words and ideas. You can refer to things McBride says by paraphrasing his
words and making sure you note that they are his ideas. Or, you can directly
quote McBride.
Select and write down one or two quotations from McBride’s essay which
best represent the main ideas you are most interested in responding to in the
response portion of your letter.
1. “_____________________________________________” (paragraph #).
2. “_____________________________________________” (paragraph #).
Work with the sentence frames below to introduce, integrate, and/or paraphrase
direct quotations in your response:
• Mr. McBride, you claim that “__________________________________”
(paragraph #).
• When you explain how “____________________________________,” it
makes me wonder about… (paragraph #).
• According to you, “_________________________________________”
(paragraph #).
• With all due respect, I wonder what you mean when you say,
“______________________________________________” (paragraph #).
To help you paraphrase and respond to McBride’s ideas, use the following
sentence frames:
• In the _________ paragraph, you discuss how…
• When you say______________, you claim that__________, but I think…
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CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
GRADE 9
• When you say______________, you claim that__________, and I also
think…
• It seems as if you believe that…
To help you agree or disagree using your own ideas, use one of the following
sentence frames:
• Like you, I believe…
• Though I see your perspective, I believe…
Writing
1. Write arguments
to support claims
in an analysis of
substantive topics
or texts, using
valid reasoning
and relevant and
sufficient evidence.
4. Produce clear
and coherent
writing in which
the development,
organization, and
style are appropriate
to task, purpose, and
audience.
9. Draw evidence
from literary or
informational texts
to support analysis,
reflection, and
research.
10.Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and
audiences.
Composing a Draft of Your Response
Allocate an appropriate amount of time in class for students to complete (or
at least begin) Activity 19. Remind students that Activity 18 and the specific
directions for the response articulated in the writing task should guide their
drafting.
Activity 19: Composing a Draft of Your Response
Referring to the materials you have gathered from your previous work with
McBride’s article and the directions for the response on the writing assignment
(and here again below), begin drafting the summary portion of your letter to
McBride.
Directions for the response:
Write a one-paragraph response to the essay following the order of the steps
below:
• In the first sentence, state whether you agree or disagree that we have
become a “hip hop planet.”
• Choose one to two main idea statements from McBride’s essay, and explain
to him how you agree or disagree with the statements by providing reasons
and examples from your own experiences and observations.
• Close your paragraph by stating whether McBride’s essay was strong or weak,
and explain to him why he did or did not make his point.
Reminder for the response portion of your letter:
• Use words from your vocabulary scaffold as they pertain to your topic.
CSU EXPOSITORY READING AND WRITING MODULES
HIP HOP GOES GLOBAL | 25
GRADE 9
TEACHER VERSION
Revising and Editing
Writing
1c.Use words, phrases,
and clauses to
link the major
sections of the text,
create cohesion,
and clarify the
relationships
between claim(s)
and reasons,
between reasons
and evidence, and
between claim(s)
and counterclaims.
1d. & 2e. Establish and
maintain a formal
style and objective
tone while attending
to the norms and
conventions of the
discipline in which
they are writing.
2c.Use appropriate and
varied transitions
to link the major
sections of the text,
create cohesion,
and clarify the
relationships among
complex ideas and
concepts.
4. Produce clear
and coherent
writing in which
the development,
organization,
and style are
appropriate to
task, purpose, and
audience.
5. Develop and
strengthen writing
as needed by …
revising, editing,
rewriting, or trying
a new approach,
focusing on
addressing what
is most significant
for a specific
purpose and
audience. (Editing
for conventions
should demonstrate
command of
Language standards
1-3 up to and
including grades
9-10.)
Revising Rhetorically and Editing the Draft by Giving, Receiving, and Responding to Feedback
Good writing is rewriting, and students—like most writers—benefit from
receiving feedback. Before students submit their final letters, have them
engage in Activity 20.
Activity 20: Revising and Editing by Giving, Receiving, and
Responding to Feedback
Good writing is rewriting. Before submitting your final letter, exchange your
letter with a classmate. Using the Essay Summary and Response Rubric below,
offer feedback to assist your classmate in improving his or her letter. In the
right hand column, note with a “+,” “,” or “–” how effectively you think your
classmate’s letter fulfills the various requirements of the writing task.
Reading –
Informational Text
1. Cite strong and
thorough textual
evidence to
26 | HIP HOP GOES GLOBAL
Peer Feedback
Summary and Response Rubric
[+ = good;  = satisfactory; — = developing or absent]
Mark
+–
Requirements
Summary Paragraph
• Includes title in quotation marks, the author’s full name
• Includes a statement which notes McBride’s occasion for
writing
• Includes a concise summary of McBride’s key ideas and
purpose
• Does NOT include opinion
Response Paragraph
• States whether he or she agrees or disagrees with McBride that
we have become “a hip hop planet”
• Introduces, integrates, and/or paraphrases specific passages
from McBride’s essay
• Includes reasons and examples from his or her own
experiences and observations to explain why he or she agrees
or disagrees with McBride’s ideas which were quoted or
paraphrased
CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
support analysis of
what the text says
explicitly as well as
inferences drawn
from the text.
5. Analyze in detail
how an author’s
ideas or claims
are developed and
refined by particular
sentences,
paragraphs, or
larger portions of a
text (e.g., a section
or chapter).
6. Determine an
author’s point of
view or purpose in
a text and analyze
how an author uses
rhetoric to advance
that point of view or
purpose.
GRADE 9
• Ends by stating whether McBride’s point was strong or weak,
and explaining why his point was or was not convincing
Overall
• Grammar and mechanics
• Clarity and focus on writing task
The best thing about my classmate’s letter is . . .
The aspect of my classmate’s letter that—if improved—would most strengthen
the letter is . . .
Speaking and
Listening
1. Initiate and
participate
effectively in a range
of collaborative
discussions (one-onone, in groups, and
teacher-led) with
diverse partners
on grades 9-10
topics, texts, and
issues, building on
others’ ideas and
expressing their
own clearly and
persuasively.
Acting on Feedback
Review and consider the feedback you received from your classmate. Make final
improvements to your letter.
Language
1.Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
a. Use parallel
structure.
b. Use various types
of phrases (noun,
verb, adjectival,
adverbial,
participial,
prepositional,
absolute)
and clauses
(independent,
dependent;
noun, relative,
adverbial) to
convey specific
meanings and
add variety and
interest to writing
or presentations.
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HIP HOP GOES GLOBAL | 27
GRADE 9
TEACHER VERSION
2.Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
a. Use a semicolon
(and perhaps
a conjunctive
adverb) to link
two or more
closely related
independent
clauses.
b. Use a colon to
introduce a list or
quotation.
c. Spell correctly.
The strategies in this
section of the ERWC are
designed to reinforce
students’ learning of
the content of the CCSS
for ELA/Literacy in the
preceding sections of
the template.
Writing
10.Write routinely
over extended time
frames (time for
research, reflection,
and revision) and
shorter time frames
(a single sitting or
a day or two) for
a range of tasks,
purposes, and
audiences.
Reflecting on Your Writing Process
Have students complete Activity 21, maybe on the back of their letter. It
is a good practice for students to reflect in writing about the process of
completing their assignments and what they learned that they can apply to
other writing tasks. Such reflective work also provides an opportunity for
students to cultivate their ability to evaluate the effectiveness of their own
work.
Activity 21: Reflecting on Your Writing Process
Now that you have completed your letter, please respond to the following
questions:
1. What do you think are the strengths of your letter to James McBride?
2. What aspects of your letter, if any, could be stronger?
3. In your own words, what do you think this letter writing assignment
intended to teach you about writing? What did you learn about the writing
process from writing this letter?
4. Were there any stages leading up to your final letter that you found to be
the most helpful and would consider using when you write future letters or
papers in this or other classes? Explain.
28 | HIP HOP GOES GLOBAL
CSU EXPOSITORY READING AND WRITING MODULES
TEACHER VERSION
GRADE 9
The following rubric can be used to evaluate the letters students have written
and identify areas important for future instruction.
Summary and Response Diagnostic Rubric
1 = serious problems 2 = developing competence
3 = minimal competence 4= clear competence
1 2 3 4
(X2) =
______
Content of the Summary: The writer clearly states the title
and the author and demonstrates concise understanding of
the focus of the passage. The writer includes all the important
supporting points and examples but excludes unnecessary
detail and personal opinion.
1 2 3 4
Organization of the Summary: The paragraph begins with a
sentence(s) accurately explaining the main idea of the passage,
and the organization is logical, generally coinciding with the
original organizational pattern. The writer effectively uses
transitions and concludes appropriately.
1 2 3 4
Content of the Response: The writer clearly describes a
personal connection to one or more ideas in the passage,
using thoughtful detail and appropriate register.
1 2 3 4
Language: The writer communicates in his or her own words
showing consistent control of language conventions and
effective use of vocabulary.
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HIP HOP GOES GLOBAL | 29