Term
Fall 2021
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Karen Moroz
Content Expert
Joe Lewis, Patty Strandquist
Abstract
The research question addressed in this project is, what is necessary to empower and engage students in high school ELA classrooms to allow them to express themselves? It documents one teacher’s creation of an eight-week english language arts curriculum unit that will offer a method to engage students in self-discovery, self-expression, and cultural acceptance. The curriculum focuses on the concept of identity and integrates project-based learning, culturally responsive pedagogy, and Understanding by Design, based on Wiggins and McTighe’s (2011) framework. The author documents the details of the unit and uses related research literature to construct meaning and validate the creation of the project. The paper discusses the importance of being an empowering educator to encourage student voice, agency, and visibility. The project’s materials include all eight weeks of lesson plans, accompanying presentation slides, and other essential documents.
Project Type
Curriculum
Keywords
Curriculum, Multicultural Education, Reflective Practice, High School, ELA, English Language Arts, Communication & Language Arts Classrooms
Recommended Citation
Plaster, Monique A., "Culturally Responsive Identity Project for a High School English Language Arts Classroom" (2021). School of Education and Leadership Student Capstone Projects. 733.
https://digitalcommons.hamline.edu/hse_cp/733
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects