Unit Lesson Plan: Poetry, Harlem Renaissance, and Langston ...
Unit Lesson Plan: Poetry, Harlem Renaissance, and Langston Hughes
Instructor: Mr. G. Zalewski
Description:
Initially students will be introduced to elements of poetry and the understanding of poems. This will be done through explanation of poetic devices and examples of different poems. We will then move into background on the Harlem Renaissance and the different writers of that period. Finally, we will focus on Langston Hughes, his work, and more specifically “A Dream Deferred.” Students will then develop their own poems and share them with the class, and their motivation for their poem.
Grade Level: 10
Subject: Language Arts
Duration: Three week period
Purpose:
To ensure that high school students can understand, comprehend, discuss, identify, and analyze different aspects of poetry; specifically aspects of the Harlem Renaissance and Langston Hughes. Also, students will demonstrate acquired knowledge through their work.
Objectives:
1. The students will be able to identify the main literary devices of poetry.
2. The students will gain a better understanding of the Harlem Renaissance and its importance in literary history.
3. Using Langston Hughes as a focal point, students will apply their knowledge of literary devices, Harlem Renaissance and Langston Hughes to comprehend his poem, “A Dream Deferred.”
4. Students will demonstrate their understanding of poetry through writing their own and introducing it to the class.
Materials:
• Computer with Internet access
• Journal
• Note taking sheets
• Harlem Renaissance Questionnaire
• Overhead machine
• Copy of poem
• Poetry evaluation sheet
Activities:
1. Read students a poem, “A Theme for English B,” by Langston Hughes. Ask students what is their opinion of the poem? Ask selected students to point out specific literary terms. Discuss what the poem means and the place of poetry in literature. Have students name any poets they know or have heard of, tie into their own generation/culture how poetry is relevant today.
2. Each student will receive a note taking sheet with poetry terms listed on them, using overhead go through the definitions of each term. Also, give pertinent examples of terms so that students gain a better understanding of each term. Assignment: Students will try to locate examples of as many of the terms as they can over a one week period, through newspapers, magazines, internet, music or television. The day after giving terms, go through terms again. On the third day, give students selected poems and have them locate certain literary terms.
3. Using the computers, students will access the Langston Hughes web page and locate the Harlem Renaissance. Allow students time to peruse the different background information of each cite. Using their note taking sheets, have students write down important or interesting information about the Harlem Renaissance. After students have done this, have them share their information with the class. Ask questions to make sure they understand the importance of the Harlem Renaissance.
4. Put students in groups of six, and give them a Harlem Renaissance questionnaire. If they are unable to answer the prompts, they are allowed to go back to the Langston Hughes page and find the information. When students complete the questionnaire, combine groups and allow them to share with each other what they found.
5. Review the poetry terms and devices.
6. Students will again visit the Langston Hughes page, first they will go to the biography of Hughes to gain knowledge about him. From there they will go to his poetry, and allow them time to read through several of his poems. As a class we will read “A Dream Deferred” together, and discuss the different aspects of the poem. What is Hughes trying to say in this poem? What is his motivation? Who is this poem directed towards? Is he subtle in his wording? Does he achieve any effect through his words? What poetry devices does he use?
7. Allow students time to return to the Hughes web page and look at other poems. They should look for any patterns or relevant features of his other works. Finally, read “A Theme for English B” again and go through the discussion from the initial class. Asses what knowledge the students have gained over the two week period.
8. Students will develop their own poem, using the devices introduced. Students should have a motivation or purpose for their poem. They can use something from their own personal life experiences, dreams, or something from the world that surrounds them. Allow students to share their poem with a classmate and exchange ideas with other classmates.
9. Students will share their poem with the rest of the class. After each poem is read they will discuss the meaning of the poem and what their purpose of each poem.
10. Ask students to complete an evaluation sheet for each poem read, this sheet will identify the terms used in each poem and the motivation by each author.
Standards:
Illinois Learning Standards:
1. Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills.
1.A.4b Compare the meaning of words and phrases and use analogies to explain the relationships among them.
1.B.4a Preview reading material, clarify meaning, analyze overall themes and coherence, and relate reading with information from other courses.
1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.
1.C.4b Explain and justify an interpretation of a text.
1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material.
1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view)
2.A.4a Analyze and evaluate the effective use of literary techniques (e.g, figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
2.A.4d Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint.
2.B.4c Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature.
Closure:
1. Ask students to discuss the importance of poetry and through their homework assignment to display how poetry is used today.
2. Discuss with students how poetry and the Harlem Renaissance are important for understanding literature.
Evaluation:
Students will demonstrate skills learned through:
• Oral responses
• Note taking/journals
• Small group discussions
• Use and understanding of information on Web Page
• Presentation of their own poetry.
• Homework assignment and discussion
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