Poetry Unit Deborah Dennard
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Poetry Unit Deborah Dennard
The Harlem Renaissance
6th Grade Lesson Langston Hughes
Harlem Renaissance
Opening: Review Tier II Vocabulary Renaissance – a French word meaning “rebirth.” It refers to a period in European civilization that was marked by a revival of Classical learning and wisdom. The Renaissance saw many contributions to different fields, including new scientific laws, new forms of art and architecture, and new religious and political ideas. Great Migration– The Great Migration was the movement of some six million African Americans from rural areas of the Southern states of the United States to urban areas in the Northern states between 1916 and 1970.
ELAGSE6RI2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions
or judgments.
Explicit Instruction:
1. Explain to the students that they will be learning how to identify the
central idea of a text and relevant details in order to write an
objective summary.
2. Review with students what should and should not be included in an
objective summary (Slide 7).
3. Explain to students what a central idea is and how to determine what
it is in a specific text (Slide 8).
4. Explain to students that the central idea is supported by several
different types of evidence (Slide 9).
5. Inform students that there is both relevant and irrelevant details found
within a text, but only the relevant details should be used to support
the central idea in a summary (Slide 10).
Credit: Write Score Resources
ELAGSE6RI2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions
or judgments.
Central idea – It should be
reviewing the Relevant details concise and
topic and point support the avoid any
being addressed central idea. personal opinion
in the text. or judgment.
It is restated in It avoids irrelevant
your own words. details.
Credit: Write Score Resources
ELAGSE6RI2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments.
Ties all of the elements of the text together
Provides the reader with a clear focus and purpose
for reading
It is directly stated and made up of a topic and a
point
Typically stated at the beginning of the text or
paragraph
It is a fact that is supported throughout the text with
evidence and examples Credit: Write Score Resources
Central
Idea Supported By
Credit: Write Score ResourcesELAGSE6RI2 Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal
opinions or judgments.
Relevant Irrelevant
✓Support the central idea ✓Additional details
✓Inform the reader about ✓Do not directly support or
the topic relate to the central idea
✓Has a significant bearing ✓Has little to no bearing on the
on the topic at hand topic at hand
Credit: Write Score ResourcesELAGSE6RI1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELAGSE6RI2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments.
• Watch the videos of The Harlem • What were the influences that inspired
Renaissance and The Great Migration. African Americans to move north?
(Background knowledge) (RI9)
• How did the Great Migration influence
the Harlem Renaissance? Support
your answer with evidence from the
• Using the gradual release of responsibility text and/or video?
and modeling, use the previous slides to
guide students through a few paragraphs • Why was this “Harlem Renaissance”
of the “The Harlem Renaissance” handout. seen as a rebirth?
(Please see lesson plans in Write Score
under Writing Tab (RI2). Have students to • Write a summary about importance of
work in groups or independently on the the Harlem Renaissance to American
remainder of the handout after guided history and culture.
instruction. Discuss.
• Read The Great Migration handout for
homework, using the same strategy.
Review and discuss the next day.
• Students should be able to answer the
following questions.Opening: Review Tier III Vocabulary
Metaphor – A direct comparison of Dialect – The special form of speech
two unlike nouns or pronouns. that belongs to a particular group or
region
Extended Metaphor – a comparison
between two unlike things that Mood – The emotional effect that the
continues throughout a series of text creates for the audience.
sentences in a paragraph, or lines in a
poem. It is often comprised of more Tone – The speaker’s attitude
than one sentence, and sometimes
consists of a full paragraph. Repetition – The repeated use of
sounds, words, phrases, or lines, usually
Imagery - using sensory details, or emphasizing important items to help
descriptions that appeal to one or unify a poem.
more of the five senses.
Simile - A figure of speech that uses
the words like or as to directly
compare two unlike nouns or
pronouns.ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
Explicit Instruction:
1. Read the story or poem.
2. Explain that the words authors use affects the meaning and establishes the tone—or the attitude of the story or poem.
3. Explain that word choice is important because it creates the mood of the story or poem.
4. Explain that being able to identify words that describe the setting and characters helps the reader fully understand a
text’s meaning, tone, and mood.
5. Read the first stanza aloud while students follow along. Instruct students to underline words that describe the message
of the poem. Direct students to pay attention to how the words the author uses makes them feel. (See Graphic
Organizer)
6. Think aloud and model for students, filling in the graphic organizer with words from the first stanza that describe the
message and explain how they make you feel while completing the chart.
7. Read the second stanza aloud while students follow along.
8. Instruct students to turn and talk about what they noticed as they read.
9. Model how to write an analytical paragraph, using the notes.
** Follow this format when teaching RL4. Go to Write Score resources for full lesson plans of how to teach this standard.
Credit: Write Score ResourcesWord Impact Graphic Organizer
Words The Poet Uses Feelings The Words Express
Use the information in the chart to write a brief paragraph that
describes the mood of the story. Then, explain how the author’s
words help to create the mood.
Credit: Write Score Resources (A copy of handout is found in Write Score
Resources under Reading Tab for RL4 Standard).ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments.
Explicit Instruction:
1. Explain to the students that they will be learning how to identify
the theme in a piece of literature.
2. Review with students the characteristics of a theme, being sure
to clear up any misconceptions students may already have
about what a theme is (Slide 3).
3. Explain to students that a theme (or thematic statement) is
made up of a topic (or big idea) and a fact or belief that the
author is expressing in the story. When reviewing the examples,
explain to students that the statement does not always have to
start with the topic at the very beginning (Slide 4).
Credit: Write Score ResourcesELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal opinions or
judgments.
A Theme is: A Theme is NOT:
o the moral or message o directly told to you
of the story
in the story
o determined through the o the main idea of the
dialogue and actions of
the characters, as well passage
as through the setting o a topic (one word)
and plot o a summary of the
o a complete story
thought/statement
o the point the author is
making about the topic
(Big Idea)Common Thematic Topics: • Courage • Honesty • Loyalty • Romance • Jealousy • Responsibility • Hope • Family
Together, let’s identify if the following examples are themes, topics,
or summaries.
✓ Family ✓ Jordan was the star of his baseball
team, and everyone counted on him
to make the winning run. He had two
✓ The three little pigs each built strikes and just one more chance to
their house out of a different knock the ball out of the park. Fans
material. When the big, bad held their breath as the pitcher threw
wolf came, only one house the ball and to everyone’s surprise, the
was able to hold up against umpire called out, strike.
the huffing and puffing.
✓ In order to achieve your goals, you
have to work for them.
✓ It takes courage to face your
fears. ✓ CourageELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone.
Harlem • Imagery - using sensory details, or descriptions
that appeal to one or more of the five senses.
What happens to a dream deferred?
• Simile - A figure of speech that uses the words
Does it dry up like or as to directly compare two unlike nouns
Like a raisin in the sun? or pronouns.
Or fester like a sore-- • Deferred means postponed or delayed.
And then run? (Example: Many adults ask for their bills – student
loans to be deferred). This doesn’t mean the bills
Does it stink like rotten meat? won’t have to be paid; it just postpone
Or crust and sugar over-- payments to a later time. When students receive
like a syrupy sweet? an “I” on their grades, it doesn’t mean the
students doesn’t have to make up work. It
Maybe it just sags means the date for the work to be turned in is
like a heavy load. delayed.
Or does it explode? • Write a sentence in the chat about an example
of something being deferred. Use the word.
• Fester - to generate pus
• Has anyone ever had a sore to fester?ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone.
Harlem • Look at the imagery in stanzas 2nd -
6th stanza.
What happens to a dream deferred? – What is a raisin? What do you visualize
when thinking about the raisin?
Does it dry up
– What do you visualize when you think
Like a raisin in the sun? about a festering sore, think about
the smell of rotten meat, taste
Or fester like a sore-- something that is crusted over from
And then run? being too sweet, held something so
heavy it makes you sag, or see
Does it stink like rotten meat? something overheats until it explodes?
Or crust and sugar over-- – This poem is about delaying a dream.
like a syrupy sweet? Review the phrases in stanzas 2-6.
Hughes did not answer the question.
He used imagery and several
Maybe it just sags questions of comparison. How did his
like a heavy load. use of phrases convey his answer.
What impact did these phrases have?
Or does it explode? How did the phrases differ from a
simple answer.ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone.
Harlem Analyzing the Poem.
What happens to a dream deferred? What is the point Hughes is trying to
make? What is the theme of this
Does it dry up
Like a raisin in the sun? poem?
Or fester like a sore-- What does it mean to defer a dream?
And then run?
Does it stink like rotten meat? Does Hughes believe deferring a
Or crust and sugar over-- dream is positive or negative? Support
like a syrupy sweet? your answer by analyzing the imagery
used to describe the dream deferred.
Maybe it just sags
like a heavy load.
How does the use of imagery and
Or does it explode? similes impact the his tone?ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific word
choice on meaning and tone.
ELAGSE6L5 Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
Dreams Analyzing the Poem
Hold fast to dreams How does Hughes use metaphors to
convey the importance of not letting
For if dreams die go dreams?
Life is a broken-winged bird
What does Hughes mean when he
That cannot fly. writes “For if dreams die, Life is a
broken-winged bird that cannot fly”?
Hold fast to dreams What does Hughes mean when he
For when dreams go writes, “For when dreams go, life is a
Life is a barren field barren field frozen with snow”?
Frozen with snow. How is the use of the metaphor
different than just saying holding onto
dreams are very important?Mother to Son by: Langston Hughes Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor— Bare. But all the time I’se been a-climbin’ on, And reachin’ landin’s, And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.
Read Hughes’ “Mother to Son” First Read: Have students to silently read “Mother to Son” to themselves. Have them to think about the significance of the title. You may also play the audio version of Hughes reciting the poem. This link is found is Hughes’ biography in the Harlem Renaissance Unit Resource. Second Read: Read the poem aloud to the class while students follow along silently. In groups or pairs, have students to summarize the poem and discuss the following: • Significance of Title • Who is the speaker, and what is his or her tone? • What is the mood of the poem? • What is the theme or message of the poem?
ELAGSE6RL5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot.
o Authors structure their stories or poems
for a specific purpose.
o In literature, each paragraph, stanza,
or sentence serves an intended
purpose.
o The reader must make connections
among the text in order to determine
the significance of each piece of the
story.
o How the author organizes the passage
contributes to the development of the
theme, setting, and plot.Graphic Organizer for RL 5
ELAGSE6RL5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to the development of the theme, setting, or plot.
Lines Summarize Meaning Author’s Purpose for Including
Beginning
Lines 1-2
Middle
3-7
Middle
8-13
End
Lines 14-20ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. ELAGSE6RL5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Mother to Son By: Langston Hughes Questions to Ponder Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, What is the theme of this poem? And splinters, And boards torn up, And places with no carpet on the floor— How does the use of lines 3-7 help Bare. develop Hughes’ theme? But all the time I’se been a-climbin’ on, And reachin’ landin’s, How would the poem be different if And turnin’ corners, lines 8-13 were not included? And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
Mother to Son By: Langston Hughes Analyzing for deeper meaning
Well, son, I’ll tell you: • What is the speaker trying to teach her
Life for me ain’t been no crystal stair. son?
It’s had tacks in it,
And splinters, • The speaker uses dialect as she advises
And boards torn up, her son.
And places with no carpet on the floor— – How does the dialect impact her tone?
Bare. – How does the dialect impact the overall
But all the time mood of the poem? How does it impact
I’se been a-climbin’ on, the theme?
And reachin’ landin’s,
And turnin’ corners, • How does Hughes use imagery to deliver
And sometimes goin’ in the dark his theme?
Where there ain’t been no light.
So boy, don’t you turn back. • How does the repetition impact the
Don’t you set down on the steps meaning of this poem?
’Cause you finds it’s kinder hard.
Don’t you fall now— • How does the use of the extended
For I’se still goin’, honey, metaphor impact the meaning and tone
of this poem? How does the use of the
I’se still climbin’, stairs in “Mother to Son” affect the theme
And life for me ain’t been no crystal stair. rather than just saying “Life is rough but
persevere?”Homework Have students to write a free verse poem that includes imagery, repetition, simile, and metaphor.
ELAGSE6RL9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 1. Read Langston Hughes’ “Thank You, Ma’am.” 2. What are the similarities in the mother in “Mother to Son” and Mrs. Luella Bates Washington Jones? 3. What are the similarities in the son in “Mother to Son” and Roger? 4. What theme does both “Mother to Son” and “Thank You, Ma’am” have in common? 5. Compare and contrast the approaches to the themes in both “Mother to Son” and “Thank You, Ma’am.” In what similar ways in both texts did Hughes support the theme? In what different ways in both texts did Hughes support the theme?
ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning and
tone.
If We Must Die By: Claude McKay Vocabulary to Consider
If we must die—let it not be like hogs
• Inglorious – Shameful; Unsuccessful
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
• Accursed – Doomed; Cursed
Making their mock at our accursed lot.
If we must die—oh, let us nobly die,
So that our precious blood may not be shed
• Lot – Destiny; Plight
In vain; then even the monsters we defy
Shall be constrained to honor us though dead! • Nobly – Virtuous; Honorably
Oh, Kinsmen! We must meet the common foe;
Though far outnumbered, let us show us brave, • Defy – Challenge; Resist
And for their thousand blows deal one deathblow!
What though before us lies the open grave? • Constrained - Forced
Like men we'll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back! • Foe – Enemy, Rival, Opponent
What is this poem about? What is McKay talking about?ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning and
tone.
If We Must Die By: Claude McKay Questions to Ponder
If we must die—let it not be like hogs • How does McKay’s use of the simile about
Hunted and penned in an inglorious spot, hogs explain support how he does not
While round us bark the mad and hungry dogs, want to die? What does he mean?
Making their mock at our accursed lot. • What is the theme of this poem, and how
If we must die—oh, let us nobly die, is it conveyed throughout the poem?
So that our precious blood may not be shed
In vain; then even the monsters we defy • How do the word choices and imagery in
lines 1-4 differ from lines 13-14? What
Shall be constrained to honor us though dead! characteristic does each set of lines
Oh, Kinsmen! We must meet the common foe; express?
Though far outnumbered, let us show us brave,
And for their thousand blows deal one deathblow! • What does it mean to “nobly die”?
What though before us lies the open grave? • How does the rhyme scheme of this poem
Like men we'll face the murderous, cowardly pack, compare to the other free verse poems
Pressed to the wall, dying, but fighting back! you have studied? How does it help with
recitation?ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal opinions
or judgments.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific word
choice on meaning and tone.
Your World By: Georgia D. Johnson Questions to Ponder
Your world is as big as you make it. • What is the central idea and/or
I know, for I used to abide theme of “Your world”?
In the narrowest nest in a corner,
My wings pressing close to my side. • What metaphor does Johnson use
to show this theme throughout the
But I sighted the distant horizon poem? Cite your textual evidence.
Where the skyline encircled the sea
And I throbbed with a burning desire • How does this metaphor impact the
To travel this immensity. tone of the poem?
I battered the cordons around me • Compare and contrast this poem
And cradled my wings on the breeze, to Langston Hughes’ “Mother to
Then soared to the uttermost reaches Son.” How are the messages
With rapture, with power, with ease! similar? How are they different?ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
ELAGSE6RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.
ELAGSE6L5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. a. Interpret figures of speech (e.g., personification) in context.
My Little Dreams Analyzing the Poem
By Georgia Douglas Johnson
• How does Johnson feel about her dreams?
I’m folding up my little dreams • Why does she want to forget them? Why is
Within my heart tonight, she tortured by them?
And praying I may soon forget • Johnson uses personification in the second
The torture of their sight. stanza. What is its meaning?
• Why is she folding her dreams in her heart?
For time’s deft fingers scroll my brow • What is the theme of this poem? Support
your answer, using the details from the
With fell relentless art— I’m poem.
folding up my little dreams
• Compare and contrast Hughes’ “Dreams” to
Tonight, within my heart. Johnson’s “My Little Dreams.” Write an
analysis of the two poets message and styles
used to convey the message.7th Grade Lesson Plan
Opening: Review Tier II Vocabulary
Metaphor – A direct comparison of Dialect – The special form of speech
two unlike nouns or pronouns. that belongs to a particular group or
region
Extended Metaphor – a comparison
between two unlike things that Mood – The emotional effect that the
continues throughout a series of text creates for the audience.
sentences in a paragraph, or lines in a
poem. It is often comprised of more Tone – The speaker’s attitude
than one sentence, and sometimes
consists of a full paragraph. Repetition – The repeated use of
sounds, words, phrases, or lines, usually
Imagery - using sensory details, or emphasizing important items to help
descriptions that appeal to one or unify a poem.
more of the five senses.
Simile - A figure of speech that uses
the words like or as to directly
compare two unlike nouns or
pronouns.ELAGSE7RL4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section
of a story or drama.
Dream Deferred Analyzing the Poem.
What happens to a dream deferred? What does it mean to defer a dream?
Does it dry up
Like a raisin in the sun? Does Hughes believe deferring a
dream is positive or negative? Support
Or fester like a sore-- your answer by analyzing the similes
And then run? used to describe the dream deferred.
Does it stink like rotten meat?
Or crust and sugar over-- How does the use of similes impact
like a syrupy sweet? the connotative meaning of the
poem?
Maybe it just sags
like a heavy load.
In what ways does the rhyme scheme
Or does it explode? impact the effectiveness of the
poem?ELAGSE7RL4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section
of a story or drama.
Dreams Analyzing the Poem
How does Hughes use metaphors to
convey the importance of not letting go
Hold fast to dreams dreams?
For if dreams die What does Hughes mean when he
Life is a broken-winged bird writes “For if dreams die, Life is a broken-
winged bird that cannot fly”?
That cannot fly.
What does Hughes mean when he
writes, “For when dreams go, life is a
barren field frozen with snow”?
Hold fast to dreams
For when dreams go How is the use of the metaphor different
than just saying holding onto dreams
Life is a barren field are very important?
Frozen with snow. How does the repetition of the first line
impact the meaning? In what way does
the rhyme in the 2nd and 4th line of each
stanza impact the poem?Homework Write a poem with 2 stanzas (4 lines each) that follows an a,b,a,b rhyme scheme, including a simile and a metaphor.
Mother to Son by: Langston Hughes Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor— Bare. But all the time I’se been a-climbin’ on, And reachin’ landin’s, And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.
ELAGSE7RL4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes and other repetitions
of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Mother to Son By: Langston Hughes Analyzing for deeper meaning
Well, son, I’ll tell you: • What is the speaker trying to teach her
Life for me ain’t been no crystal stair. son?
It’s had tacks in it,
And splinters, • The speaker uses dialect as she advises
And boards torn up, her son.
And places with no carpet on the floor— – How does the dialect impact her tone?
Bare. – How does the dialect impact the overall
But all the time mood of the poem? How does it impact
I’se been a-climbin’ on, the theme?
And reachin’ landin’s,
And turnin’ corners, • How does Hughes use imagery to deliver
And sometimes goin’ in the dark his theme?
Where there ain’t been no light.
So boy, don’t you turn back. • How does the repetition impact the
Don’t you set down on the steps meaning of this poem?
’Cause you finds it’s kinder hard.
Don’t you fall now— • How does the use of the extended
For I’se still goin’, honey, metaphor impact the meaning and tone
of this poem? How does the use of the
I’se still climbin’, stairs in “Mother to Son” affect the theme
And life for me ain’t been no crystal stair. rather than just saying “Life is rough but
persevere?”ELAGSE7RL5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Mother to Son By: Langston Hughes Analyzing the poem. Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, • What is the structure and form of And splinters, And boards torn up, this poem? And places with no carpet on the floor— Bare. • Read this poem again aloud with a But all the time partner. How does the structure I’se been a-climbin’ on, And reachin’ landin’s, and form contribute to its And turnin’ corners, meaning? And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.
Homework Have students to write a free verse poem that includes imagery, repetition, simile, and metaphor.
ELAGSE7RL4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. ELAGSE7RL7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). Read “The Weary Blues.” Have students to discuss what the poem is saying. How does the title relate to the meaning? (See poetry analysis template) Have the students to identify the figurative language in the poem (See notes at bottom for the figurative language). Analyze the impact of the rhymes and repetition of sounds on this poem. In groups, have students to chart their analysis.
ELAGSE7RL7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). Have students to listen to Langston Hughes reciting “The Weary Blues” in both links. • Langston and Band "The Weary Blues" • The Weary Blues and Cab Calloway video In groups, have students to compare and contrast the effects of each recitation of the poem to their original analysis. Have them complete a Tri Venn Diagram, using the information they charted earlier, and write a constructed response.
8th Grade Lesson Plan Langston Hughes
Opening: Review Tier II Vocabulary
Metaphor – A direct comparison of Dialect – The special form of speech
two unlike nouns or pronouns. that belongs to a particular group or
region
Extended Metaphor – a comparison
between two unlike things that Mood – The emotional effect that the
continues throughout a series of text creates for the audience.
sentences in a paragraph, or lines in a
poem. It is often comprised of more Tone – The speaker’s attitude
than one sentence, and sometimes
consists of a full paragraph. Repetition – The repeated use of
sounds, words, phrases, or lines, usually
Imagery - using sensory details, or emphasizing important items to help
descriptions that appeal to one or unify a poem.
more of the five senses.
Simile - A figure of speech that uses
the words like or as to directly
compare two unlike nouns or
pronouns.Mother to Son by: Langston Hughes Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor— Bare. But all the time I’se been a-climbin’ on, And reachin’ landin’s, And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now— For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.
ELAGSE8RL4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
Mother to Son By: Langston Hughes Analyzing for deeper meaning
Well, son, I’ll tell you: • What is the speaker trying to teach her
Life for me ain’t been no crystal stair. son?
It’s had tacks in it,
And splinters, • The speaker uses dialect as she advises
And boards torn up, her son.
And places with no carpet on the floor— – How does the dialect impact her tone?
Bare. – How does the dialect impact the overall
But all the time mood of the poem? How does it impact
I’se been a-climbin’ on, the theme?
And reachin’ landin’s,
And turnin’ corners, • How does Hughes use imagery to deliver
And sometimes goin’ in the dark his theme?
Where there ain’t been no light.
So boy, don’t you turn back. • How does the repetition impact the
Don’t you set down on the steps meaning of this poem?
’Cause you finds it’s kinder hard.
Don’t you fall now— • How does the use of the extended
For I’se still goin’, honey, metaphor impact the meaning and tone
of this poem? How does the use of the
I’se still climbin’, stairs in “Mother to Son” affect the theme
And life for me ain’t been no crystal stair. rather than just saying “Life is rough but
persevere?”Homework Have students to write an analysis of ”Mother to Son” using the poetry analysis template included in the poetry unit. Have students to write a free verse poem that includes imagery, repetition, simile, and metaphor.
ELAGSE8RL2 Determine a theme and/or central idea of a text and
analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective
summary of the text.
I Hear America Singing What is the theme in Whitman’s “I
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe Hear America Singing”?
and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off
work,
How is the theme conveyed over the
The boatman singing what belongs to him in his boat, the deck- course of the poem?
hand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing
as he stands,
The woodcutter's song, the ploughboy's on his way in the morn- What is Whitman’s belief about
ing, or at noon intermission or at sundown, America? Cite textual evidence to
The delicious singing of the mother, or of the young wife at work,
or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
support your thinking.
The day what belongs to the day—at night the party of young
fellows, robust, friendly,
Singing with open mouths their strong melodious songs.ELAGSE8RL2 Determine a theme and/or central idea of a text and
analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective
summary of the text.
I, Too, Sing America
I, too, sing America. What is the theme in Hughes’ “I, Too,
I am the darker brother. Sing America”?
They send me to eat in the kitchen
When company comes, How is the theme conveyed over the
But I laugh,
And eat well,
course of the poem?
And grow strong.
What is Hughes belief about America?
Tomorrow,
I'll be at the table
Cite textual evidence to support your
When company comes. thinking.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Then.
Besides,
They'll see how beautiful I amELAGSE8RL4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
I, Too, Sing America Analysis of poems
I, too, sing America. Langston Hughes wrote “I, Too Sing
I am the darker brother.
America” years after Walt Whitman
They send me to eat in the kitchen wrote “I Hear America Singing.”
When company comes, Hughes title is an allusion to Whitman’s
But I laugh, title.
And eat well,
And grow strong.
Compare and contrast the two
Tomorrow, poems. Why do you think Hughes
I'll be at the table wrote a poem in response to this
When company comes. poem.
Nobody'll dare
Say to me,
"Eat in the kitchen,"
Link: More ideas for comparison of the
Then. poems
Besides,
They'll see how beautiful I amHomework
• After reading "I, Too" by Langston Hughes, "I Hear America Singing" by Walt
Whitman, choose one of the options below and write a response poem.
1. Whitman: Imagine Whitman were alive today. Write an updated version of "I
Hear America Singing" and include the sights, sounds, and workers of today.
Write between 10-12 lines, mimicking Whitman's style.
a) Consider today's laborers and the theme (and TONE) you want to take in your poem --
you don't have to have a positive tone if you choose. Be sure to use alliteration and
imagery.
2. Select someone whose voice you don't think is always "heard" in our country,
the same way Hughes speaks of African Americans during the 1920s. Write
an "I, Too" poem using that person as the speaker. It should be between 10-
12 lines and mimic Hughes' style.
a. Possible subjects/speakers: immigrants, young people, senior citizens, homeless, etc.
Be sure to use alliteration and imagery.ELAGSE8RL5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. • What are the structures of the previous poems? • What themes do the poems share? • How does the structure of each impact the meaning of the theme? • How does the structure and form impact the meaning? • Which poem makes the strongest claim? Do you believe the structure and form contributed?
ELAGSE8RL5 Compare and contrast the structure of
two or more texts and analyze how the differing
structure of each text contributes to its meaning
Langston Hughes and style.
I, Too, Sing America Let America Be America Again
I, too, sing America. Let America be America again. (There’s never been equality for me,
Let it be the dream it used to be. Nor freedom in this “homeland of the free.”)
I am the darker brother. Let it be the pioneer on the plain Say, who are you that mumbles in the dark?
They send me to eat in the kitchen Seeking a home where he himself is free. And who are you that draws your veil across
When company comes, the stars?
But I laugh,
(America never was America to me.)
And eat well,
And grow strong. I am the poor white, fooled and pushed apart,
Let America be the dream the dreamers I am the Negro bearing slavery’s scars.
Tomorrow, dreamed— I am the red man driven from the land,
I'll be at the table Let it be that great strong land of love I am the immigrant clutching the hope I seek—
When company comes. Where never kings connive nor tyrants scheme And finding only the same old stupid plan
Nobody'll dare That any man be crushed by one above. Of dog eat dog, of mighty crush the weak.
Say to me,
"Eat in the kitchen," (It never was America to me.) I am the young man, full of strength and hope,
Then. Tangled in that ancient endless chain
O, let my land be a land where Liberty Of profit, power, gain, of grab the land!
Besides,
They'll see how beautiful I am Is crowned with no false patriotic wreath, Of grab the gold! Of grab the ways of
And be ashamed-- But opportunity is real, and life is free, satisfying need!
Equality is in the air we breathe. Of work the men! Of take the pay!
I, too, am America. Of owning everything for one’s own greed!
(The complete poem is in the unit)You can also read
