Lesson Title:
Lessons Eleven; Day Eleven: The Poetry of Langston Hughes
Time Frame: One Day, One 50 minute period
Unit Title: The Black Experience: 1920s-1940s
Grade Level: 10th and 11th
Subject: Language Arts
Submitted By: Alsandyra Essien
Language Arts Goal Two: Students will be able to read and understand
literature representative of various societies, eras, and ideas.
B.M.2.A.4c: Students will describe relationships between
the author’s style, literary form (e.g. short stories, novels, drama, fables,
biographies, documentaries, poetry, essays) and
intended effect on the reader.
B.M.2.A.4d: Students will
describe the influence of the author’s language structure and word choice to
convey the author’s viewpoint.
Related Social Science Goal
16: Understand events, trends,
individuals, and movements shaping the history of the
B.M.16 B.4: Identify political ideas that have dominated
Social Studies Goal 18: Understand
Learning
Standard A. Compare characteristics of culture as reflected
in language, literature, the arts, and institutions.
Learning Standard 18 B: Understand the roles and interactions of
individuals and groups in society.
B.M.
18.A.4. Analyze the influence of cultural factors
including customs, traditions, language, media, art, and architecture in
developing pluralistic societies.
Materials:
Computers/laptop
Projector
Handouts of drafts, http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/024))
Resources:
American Memory:
Hughes,
Langston. Drafts of Langston Hughes's
poem "Ballad of Booker T.," 30 May-
Methods:
Journal Entry: How do you usually react when you are told to
revise a paper you have written?
1.
Pass out copies
of “The Ballad of Booker T.” by Langston Hughes in its finished version as it
appears in the text. PowerPoint will
also display the same items throughout the entire activity.
2.
Have students
read the poem silently to themselves.
3.
Have students discuss
the theme of the poem and the poet’s choice of words and images.
4.
Pass out copies
of Hughes’ first draft of the poem.
5.
Students are to
compare and contrast this draft with the finished version.
6.
Pass out copies
of Hughes’ second draft of this poem.
7.
Students are to
compare and contrast the second draft with the first draft.
8.
Pass out copies
of the third draft.
9.
Students are to
compare and contrast the third draft with the second draft.
10. Pass out copies of the fourth draft.
11. Students are to compare and contrast this fourth draft
with the third.
12. Refer students to the final version of the poem. Students are to discuss the effectiveness of
his revisions.
Assessment/Evaluation:
After having analyzed a
“real” writer’s work-in-progress, the students are to write a reflection on how they now view
working with revisions to their own papers.