Theme: LEARNING
Grade: 6-8
Text: My Posse Don't Do Homework
Subjects: Literature, Education, Language Arts
Time: 4-6 class periods
Learning Objectives
- Analyze how teachers and students respond to classroom challenges.
- Compare instructional approaches using specific evidence.
- Recognize differences between dialect, slang, and formal academic language.
- Reflect on how classroom routines can support learning.
Procedure
1. Read and Notice. Students identify classroom situations in the text involving expectations, motivation, discipline, relationships, or instruction.
2. Teaching Strategy Analysis. In small groups, students examine selected instructional approaches from the book. For each, identify the teacher's goal, the student response, evidence of effectiveness, and possible limitations.
3. Model-Practice-Reflect. Each group prepares a short lesson on an ordinary topic. One student models the explanation, classmates practice, and the group reflects on what made the instruction clear or confusing.
4. Language Study. Students identify slang or dialect features in selected passages. Discuss the difference between language appropriate to a character or setting and language expected in formal academic writing. Avoid labeling a dialect as “incorrect” simply because it differs from Standard English.
5. Point of View. Students write a short response from the teacher's or a student's perspective, using evidence from the text.
6. Creative Extension. Students may design a classroom tool, visual aid, or simple instructional resource that would have helped a character in the book. They explain the intended purpose and demonstrate its use.
7. Nature Connection. The original outdoor activity can remain as an optional observation exercise. Students record specific observations and explain what they learned rather than being asked to find predetermined “life lessons” in nature.
Assessment
- Text evidence chart
- Instructional-strategy analysis
- Short teaching demonstration
- Language-study response
- Evidence-based reflection
Teacher Notes
Writing and discussion should include explicit modeling and opportunities to practice and reflect. This is consistent with IES guidance for secondary writing and adolescent literacy, including explicit writing instruction, integration of reading and writing, purposeful discussion, and vocabulary/comprehension support.