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Memoir brown girl dreaming

Read the award-winning memoir brown girl dreaming and participate in discussion:
The author of many books, Jacqueline Woodson writes mostly for young adults, producing what’s called YA literature. In brown girl dreaming she tells her life story in verse. In other words, instead of writing her life story in prose, organized into chapters, Woodson wrote poems and arranged them into five parts:
• i am born
• the stories of south carolina run like rivers
• followed the sky’s mirrored constellation to freedom
• deep in my heart, i do believe
• ready to change the world
Woodson ends her memoir with family photos, many of which inspired the poems. The people in the photos are also on the family tree, presented at the beginning of the book. (Note that David F. Walker also included a portrait gallery in his biography of Frederick Douglass.)
Poetry is meant to be read aloud, just as plays are written in order to be performed. I kept this idea in mind as I designed this reading activity.
As you browse Woodson’s memoir, imagine that you have been asked to return to your high school and give a poetry reading to the freshmen class. Each returning student will be highlighting a National Book Award Winner, and you have chosen brown girl dreaming.
You have time to read two poems from each of the five parts, for a total of ten poems. Your choices are guided by the following goals:
• to challenge assumptions the students might have about poetry
• to provoke a visceral response from the students, to get them to react as an audience
• to prompt personal reflection/introspection on the part of the students
• to captivate and hold the students’ attention
• to demonstrate that personal experiences often have political or social dimensions

Sample Solution

tion plays an important role in student engagement. Saeed and Zyngier (2012) contend that in order to assess student motivation, researchers should also have to examine engagement in and as part of learning. This manifests that there is a relationship between student motivation and engagement. As support to this relationship, Hufton, Elliot, and Illushin (2002) believe that high levels of engagement show high levels of motivation. In other words, when the levels of motivation of students are high that is when their levels of engagement are also high. Moreover, Dörnyei (2020) suggests that the concept of motivation is closely associated with engagement, and with this he asserted that motivation must be ensured in order to achieve student engagement. He further offered that any instructional design should aim to keep students engaged, regardless of the learning context, may it be traditional or e-learning. In addition, Lewis et al (2014) reveal that within the online educational environment, students can be motivated by delivering an engaging student-centered experience consistently. In the context of Student-Teacher Dialectical Framework embedded with Self-Determination Theory, Reeve, J. (2012) reveal three newly discovered functions of student engagement. First, is that engagement bridges students’ motivation to highly valued outcomes. Second, is that student engagement affects the future quality of learning environment especially in the flow of instruction, the external events it has, and the teacher’s motivating style. Third, is that student engagement changes motivation, which means that engagement cause changes in motivation in the future. This highlights that student motivation is both a cause and a consequence. This assertion that engagement can cause changes motivation is embedded on the idea that students can take actions to meet their own psychological needs and enhance the quality of their motivation. Further, Reeve, J. (2012) asserts that students can be and are architects of their own motivation, at least to the extent that they can be architects of their own course-related behavioral, emotional, cognitive, and agentic engagement. Synchronous and Asynchronous Learning

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