Specifically, the lesson focused on exploring the theme of discrimination in “Caged Bird.” The poem describes two birds: a caged bird and a free bird. While the caged bird has its feet tied, its wings clipped and is put in a cage, the free bird has freedom and is able to explore and catch fat worms. The caged bird is an extended metaphor for the Black community in the United States and depicts the plights of Black people and the challenges they face. The free bird on the other hand personifies another race of people who are privileged and have many opportunities at their disposal.
When one student brought up the idea of extending the lesson beyond the classroom, the whole class brainstormed and finally settled on going into the local community to engage and interact with people to learn about instances of discrimination experienced in the community.
“When you are able to connect the projects to real-world events, the students are fired up, they become motivated, they become interested, and they are encouraged to take charge or take ownership of the project. And all you need to do as a teacher is to guide them by providing constructive feedback. I made my students aware that, though they are the ones in charge, I was always available for them to give them the necessary support whenever they needed my expertise and advice as a teacher.”
I create a balance between guiding students and allowing them to take ownership of the project by providing them with meaningful choices. For instance, when we were ready to go into the community for the interviews, I provided them with an interview guide, and based on the interview guide, they developed their own interview guides. I also, with their help, established clear objectives. Establishing clear objectives can help students take ownership of the project while giving the teacher the opportunity to just be a guide.”
Students interview community members to learn about their experiences.
Students interview community members to learn about their experiences.
Students gather to collate their findings from their community interviews.
Students present their research to peers at their school.
“When we give them the opportunity, we can help them nurture the talents they have, and so the students don’t only have to be dependent on the teacher. They are full of wisdom. They are full of solutions. The only reason it appears students do not have solutions to problems is because they are not given the chance to prove themselves.”
The “Caged Bird” poetry lesson, combined with community engagement, exposed students to the larger world around them, thus aiding them as they continue to adapt and thrive in environments in which they find themselves beyond high school.
Community engagement projects aren’t just useful for English language learning. They can be adapted in schools and communities around the world, regardless of the subject area. Below are four pieces of advice for teachers who want to incorporate community engagement or service learning into their lessons:
