| It's a Saturday night and instead of vegging a bit in | | | | cycle I had hoped to get. |
| front of the television, (something I haven't done for a | | | | Immigrants come - they live in slum areas - they live in |
| while) I'm sitting in front of the computer ruminating on | | | | poverty - they join gang members - they are |
| a very successful vocabulary lesson I had with my | | | | controlled by the gang members (Mafia) - they live in |
| ninth graders earlier this week. | | | | hopelessness - together they create violence. |
| The students, all thirty seven lovers of rappers and rap | | | | I was amazed. They had linked the words well. Each |
| music, knew a lot more than I thought. For the past | | | | word seemed to echo an important type in social |
| week, they have been attentive and motivated when | | | | action. It was exactly the theme that I wanted. So, I |
| they are usually hard to settle down since there are so | | | | went to the next step. I asked the class - what are |
| many of them. When I surprised them with my long list | | | | some ways to take action against this? |
| of rappers I collected while watching MTV and VH1 | | | | One student said, "write social rap songs... it's the way |
| videos, they looked at me in awe. One student said | | | | to stop poverty and violence." |
| out loud to another student: "How does she know all | | | | "What is the one thing that is going to save an |
| this?" He saw me look at him and smiled. I didn't say | | | | immigrant from not entering this cycle of poverty and |
| that I was catching up on a bit of MTV and VH1. | | | | hopelessness? |
| I was looking for ways to go beyond what the book | | | | The kids said: "self-awareness." |
| had to offer in terms of how to teach vocabulary and | | | | I asked them "Why?" They answered "education. |
| thought about connecting the plight of rappers in the | | | | When you know, you have another choice." |
| seventies to a social action theme? | | | | Great answer. |
| I used a graphic organizer and elicited the social action | | | | |