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Crossing Boundaries Through Bilingual, Spoken-Word Poetry
|Grades||7 – 12|
|Lesson Plan Type||Unit|
|Estimated Time||Seven 90–minute sessions|
San Diego, California
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).