(Miss Collier/Holler if you Hear Me/December 6th)

I.
II.

Topic
a. The students will read and participate in a discussion on the book,
Holler if You Hear Me.
Objectives/standards
a. TSWBAT orally answer the following questions in a book discussion
based on the book, Holler if You Hear Me based on their takeaways
and opinions.

Teaching Procedures
b. Anticipatory set
i. Pass out one notecard to each student. Tell them to take a second
and think about a dramatic TV show that they frequently watch. Ask
if they can think of any immediate representations in that show.
This could include other races, generations, gender, lifestyle,
sexuality, class, religion, etc.
1. Possible answers: I watched the show Breaking Bad,
where Hispanics are typically portrayed as violent,
and drug dealers/users. They are also frequently
portrayed as illegal immigrants; students answers
depend on the TV show example they give.
ii. Tell the students that as the discussion progresses, write down each
topic that we talk about that is also manifested somewhere in the
TV show they selected. For example, when we discuss police
brutality, if you have seen that in the TV show you picked, you
should write that one down on your card.
c. Chapter 6- No Zombies Allowed
i. Development
1. We will be discussing media stereotypes and
misrepresentations. I will ask the students the questions
which are recorded in the Guided Practice section. The
students will also be asked to evaluate modern media for
these misrepresentation factors.
2. The students will discuss the importance of addressing
teachable moments and how to approach Mr. Michie and
Frankies song lyric situation.
ii. Guided Practice
d. Guided Practice
1. On pages 101 & 102 the author discusses educating the
students on stereotypes and target audiences regarding
popular television. What are some ways that TV tends to
portray people of other races?
a. Possible answers: poor, drug users, extras,
criminals, hopeless
2. Who do you think their target audience is?
a. Possible answers: anybody who will pay,
adolescents

3. How do they portray our generation?

a. Possible answers: reckless, careless,
problematic, weak
4. What are some ways to combat these misperceptions in a
diverse classroom?
a. Possible answers: teach from the opposite
perspective, educate them on the
misconceptions, be there for them when they
need someone to stand up for them
5. Do you think that this is still the case in 2016?
a. Possible answers: YesI have seen current TV
shows that portray these things; NoI think
media has improved and all races are
represented equally in most TV shows.
b. Can you think of some example of why or why not?
i. Possible answers: see above
c. What effect do you think this has on the younger
viewers of media?
i. Possible answers: This can lead to younger
viewers becoming prejudiced and fall to
the fate of stereotyping people.
6. On page 112, the author says that he let the teachable
moment slip though his fingers. Have any of you ever
experienced a teachable moment? Either as a student or a
teacher.
a. Possible answers: yes, I have experienced a
teachable moment *student explains*; no I have
not experienced a teachable moment
b. Mr. Michie says that he never met with Frankie to
discuss the disturbing song lyrics because he was so
busy and never got around to it. Do you think this is
actually the case? Why or why not?
i. Yes, I think Mr. Michie was very busy with
his other work and students; No, I think
Mr. Michie subconsciously didnt want to
address the situation because he was
uncomfortable discussing the disturbing
sexual topic with his student; If students
do not come to this conclusion on their
own, ask the following question:
c. Do you think Mr. Michie never met with Frankie
because of the uncomfortable nature of the subject?
i. Possible answers: Yes, I think Mr. Michie
subconsciously didnt want to address the
situation because he was uncomfortable
discussing the disturbing sexual topic with
his student; No, I think Mr. Michie just

genuinely did not have the time since he

was so busy with other students
d. How would you approach this situation?
i. Possible answers: I would have dealt with
the situation immediately after class; I
would have let Frankie use his song lyrics
anyways; I would have sat down with
Frankie and picked a better song to use for
this project together
e. Palomas Chapter
i. Development
1. The students will discuss how to avoid stereotypes and
whether or not they agree with the idea that students and
teachers should have the same standards.
ii. Guided Practice
1. In Paloma's narrative, she says that her teacher used a
stereotype against her when she asked why teachers do not
have to wear uniforms. How would you have answered her
question without offending her, or using a stereotype?
a. Possible answers: I would have explained the
benefits of students wearing uniforms; I would
have suggested a petition to relieve the
students of wearing uniforms; I would have
explained that I also had to wear uniforms as a
student too
b. Do you agree with Paloma's thinking that students and
teachers should be held to the same standard?
i. Possible answers: Yes, I agree that it is not
fairwhy should students have to wear
uniforms when the teacher dont?; No, I do
not agreeI paid for my education,
therefore I should have more privileges
than the students
c. If yes, should teachers and students both be required
to wear a uniform? Should teachers be prohibited from
eating in the classroom?
i. Possible answers: No, teachers already
have a dress code. Teachers should be
allowed to eat in the classroom because it
is their space, however they should not eat
in front of the students; Yes, school would
be a better place if students and teachers
were held to the same standard
f. Chapter 7- See if I Care
i. Development
1. The students will discuss the effects of Samuels note to the
teacher and how they would handle random suggestions and
notes given to them by their future students.

ii. Guided Practice

1. In the chapter titled, "See if I Care," Samuel De La Cruz
surprisingly writes a letter to his teacher, apologizing for his
behavior and giving her suggestions on how to improve her
class. How would you handle the situation after receiving
Samuel's note, if you were Miss. Reilly?
a. Possible answers: I would address to the class
that a student has given me some suggestions
on how to improve my class and ask the rest of
the class to write down any suggestions they
have too; I would tell Samuel how much the note
meant to me as a stressed out teacher; I would
let him know how much I appreciate it
2. The author tells us that Miss Reilly didn't acknowledge to
Samuel that she had read his note. What effect do you think
this will have on Samuel's behavior and self-esteem?
a. Possible answers: I think this will keep Samuel
from ever opening up to a teacher again. This
will have a negative effect on his behavior and
general attitude
iii. Development
1. The students will debate the issue of random searches for
drugs. They will discuss the effects that it would have on the
students.
iv. Guided Practice
1. Do you agree with the random search that Quincy
administered on their student body? Why or why not?
a. Possible answers: Yes, I agree that it is a good
measure to ensure that they students are safe
and protected; No, it is a violation of student
rights and privacy
2. What effect do you think something like this would have on
the kids?
a. Possible answers: I think it lowers their trust in
the teachers; I think it would result in a low selfesteem.
g. Rubys Chapter
i. Development
1. Students will discuss teenage pregnancy and ways to prevent
students from becoming pregnant at a young age.
ii. Guided Practice
1. Read over the third paragraph on page 132. Ruby talks about
her regrets of having her children at such a young age.
However, she never directly mentions whether her pregnancy
was planned or not. Do you think Ruby's pregnancy was
planned or accidental?
a. Possible answers: I think Rubys pregnancy was
planned because sometimes students want to

have children so that they can be more

independent or get out of their household; I
think her pregnancy was accidental because if
she had dreams and was already struggling, why
would she purposely have two babies?
2. How can we influence our students and show them the
struggles of teenage pregnancy before it is too late?
a. Possible answers: We can try to find speakers
who have experienced pregnancy at a young age
or time of struggle and have them talk to the
students and answer questions; We should
require all students to take parenting and child
development classes.
h. Chapter 8- You Gotta be Hard
i. Development
1. The students will discuss how we, as teachers, can convince
students to make good choices and prevent them from being
a danger to themselves or others.
ii. Guided Practice
1. Mr. Michie describes students "turning" to become a gang
member. Students in our future classrooms may fall to the
same fate, or make a bad choice about something else.
Based on the reading of Mr. Michie's experiences, how can
we convince our students not to do something that is a
danger to them? (such as gangs, drugs, violence, etc.)
a. Possible answers: be someone the students can
trust; dont sugar-coat the situation; provide
them with the necessary resources and help that
they need
i. Juans Chapter
i. Development
1. The students will be asked to debate whether students
should get a job at a young age.
ii. Guided Practice
1. Do you agree with students getting jobs at such a young
age? Why or why not?
a. Possible answers: Yes, I agree because it
teaches them responsibility and takes up their
time that they might use to do harmful things;
No I disagree because they dont get to enjoy
just being a kid and it takes time from school
work.
j. Chapter 9- And Justice for Some
i. Development
1. Students will be questioned on their views and opinions
regarding the topic of police brutality
ii. Guided Practice

1. Do you think police brutality is a bigger issue in 2016 than it

was in the setting of this book, the 90s? Why or why not?
a. Possible answers: No, you dont really hear
about police brutality like you did back then with
events such as the Rodney King Riots; Yes, you
hear about police brutality cases quite
frequently on the news
2. Do you think some of non-innocent the victims deserve this
treatment?
a. Possible answers: No, police have no right to
harm another human, nobody has the right to
hurt anyone else; Yes, but only if the officer is in
real danger
k. Reggies Chapter
i. Development
1. The students will come up with ways to reach a student who
does not fit in and has low self-esteem.
ii. Guided Practice
1. In Reggies narrative, he mentions having a low self-esteem
and not fitting in with his peers. How would you help Reggie
and address his needs?
a. Possible answers: I would be there for Reggie
and let him know that he could trust me; I would
work with Reggie after school to get better
grades; I would just be a good friend to Reggie
l. Chapter 10- To be Continued
i. Development
1. The students will be asked whether or not they agree with
the requirement for students to pass a certain benchmark or
face retention.
ii. Guided Practice
1. Martin Ruiz missed his benchmark to graduate by .1 points.
Do you agree with the fact that a student needs to pass a
benchmark before graduating to another grade? Why or why
not?
a. Possible answers: Yes, if a student cannot pass a
test with the rest of his/her peers who received
the same education, they should be retainedit
is for their own good and in the process, they
will not drag their classmates down with them;
No, it is unfair because Martin had decent
grades and good attendance. Whether or not a
student passes their grade should be up to the
teachers who know him and teach him all that
he knows.
m. Yesenias Chapter
i. Development

1. Students will discuss whether or not they believe that

students problems come as a result of the lack of caring and
compassion in their teachers.
ii. Guided Practice
1. Do you agree with Yesenia in that gangs, teenage pregnancy,
and dropouts are the result of a lack of caring in teachers?
Why or why not?
a. Possible answers: Yes, because if the teachers
believed in the students, the students would
believe in themselves too. The teachers should
have high expectations for their students and
help them achieve their goals; No because
students can choose whether or not they end up
pregnant or in a gang. Parents also have a very
strong influence on their children.
n. Closure
i. Refer back to anticipatory set. Ask each student how many topics
they had written on their card for their TV show. Compare these
numbers and ask for theories on the possible effects of these
displays on media.
1. Possible answers: I had 4 topics written down on my
card: police brutality, teenage pregnancy, risky
behaviors and gang violenceI think this has a
negative effect on the viewers because it is portraying
these behaviors as cool and normal.
III.
Materials
a. Notecards
b. The book, Holler if You can Hear Me
IV.
Adaptations/Plan Modifications
a. No adaptations needed for this lesson plan
V.
Evaluation
a. Formative
i. Formative assessment will include the questions stated above.
Students will be asked the questions and I will make sure that
they understand the topic based on their answers to the
questions. I will redirect them with the correct ideas if they are
misunderstanding.
b. Summative
i. Refer to Anticipatory/Closure. Students will fill out a media card
based on unhealthy depictions on TV. I will check over the
notecards to be sure that the students have the correct ideas
about everything we discussed.
VI.
Reflection
a. Student:
i. How engaged were the students in the questions I asked?
ii. Did everyone get equal chances to speak?
iii. Did the students seem to enjoy the discussion?
iv. Did the students understand the questions asked?

b. Teacher:
i. Did I allow myself enough time?
ii. Did the students understand the anticipatory/closure activity?
iii. Should I have changed anything about the lesson?
iv. What can I do better for the next time?
v. Did I create a safe environment where everyone felt comfortable
sharing their stories and opinions?