Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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the expanding canon teaching multicultural literature
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Reader Response: Pat Mora and James Welch Reader Response: Keith Gilyard and Mourning Dove Inquiry: Rudolfo Anaya and James Baldwin Inquiry: Tomás Rivera and Esmeralda Santiago Cultural Studies: Ishmael Reed and Graciela Limón Cultural Studies: N. Scott Momaday and Russell Leong Critical Pedagogy: Octavia E. Butler and Ruthanne Lum McCunn Critical Pedagogy: Abiodun Oyewole and Lawson Fusao Inada
Theory Overview Lesson Plans Teaching Strategies Authors and Literary Works Resources
Session 5 Cultural Studies: Ishmael Reed and Graciela Limón - Lesson Plans

Introduction
Lesson Plan 1
Lesson Plan 2

 

REFLECTION - Interactive Forum

Explore two poems using four approaches.

ChannelTalk

Share your views on the discussion
board.




Download the Session 5 Guide

This section includes summaries of the lessons featured in the video programs. The lessons explore the literature through a cultural studies approach.

 
Lesson Plans

Session 5: Cultural Studies: Ishmael Reed

Betty Tillman Samb uses a cultural studies approach in her literature class by comparing trickster figures in Ishmael Reed's "Railroad Bill, A Conjure Man" and "High John de Conquer," from Zora Neale Hurston's The Sanctified Church. Using literature circles, students read magazine articles and stories that help to make clear the meaning of "Railroad Bill."


 
Session 5: Cultural Studies: Graciela Limón

Bobbi Ciriza Houtchens uses a cultural studies approach to help students understand Graciela Limón's novel Erased Faces about the Zapatista uprising in Chiapas, Mexico.




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