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Grade Level: 12th Grade Plan 9
Using the Poems “Dream Deferred” by Langston Hughes, “Mr. Z” by M. Carl Holman, and “Nikki-Rosa” by Nikki Giovanni. Topic: Literature Discussion: African-American Poetry
Class Length: 49 minutes
Objectives: Literacy Objective: Students will be able to compare and contrast author’s use of direct and indirect characterization by participating in a literature discussion. (Reading Applications: 1.) Students will also be able to distinguish parallel plot and subplot affects the action of this literary text. (Reading Applications: 3.)
Rationale: clearly states the value of the lesson is in term of the students’ lives and curricular goals. Assessment: 1. Students’ subject matter learning-should be able to ask relevant questions about the literature and it will promote collaborative/thought sharing moments. 2. Students’ Self-Learning-will be encouraged to think for themselves, relate the study of the poem to their personal lives/experience/history, and the climate of small groups will encourage self-learning. 3. Students’ Social Learning-students will be set off in groups of 5 for a mix of diversity of culture and viewpoints; they will create their own rules and assumptions of how to work together with discussion questions and formulate their answers, and will learn to work in cooperation while in group sessions.
Materials: Book: Literature, Structure, Sound and Sense by Perrine Large index cards Colored Markers
Procedures:
Group size: Small group/ no more than 5 per group
Introduction: 1. As a warm up during attendance, I will ask students to consider what do think is African-American poetry. I will let them respond as we settle in to prepare to read (3-5 minutes). 2. Announce that the pieces that will cause them to think differently about “African-American Poetry.” 3. Before beginning to read, the set will be a question to reflect upon while the students alternate in reading the text. “Mr. Hughes is the most widely known and celebrated of modern African-American poets. He lived during the same time period as Frost and Auden. His experiences encompass the Victorian Era through to the Civil Rights marches. Holman is his contemporary who lived a little longer, into the late 80s. He touches upon a current racial subject. Then there is Nikki Giovanni. I considered putting her in with the Feminist group since she would fit nicely there. Yet, this piece speaks about being “of color” and how it is different than being “white.” I would encourage you also to jot down short notes when you notice those connections for discussion later” (15 minutes). 4. After class participation reading from the book, I’ll open a full class discussion about close reading techniques and pass out hand out. 5. I will separate the students in groups of 5 by having them number off (8 minutes). 6. The topic of discussion for the groups will be: Give these poems a close reading. What is the surface meaning of these poems? What is one of the deeper meanings of these poems? What evidence of that is there in the text [open ended] (7 minutes)? 7. Have the students discuss the questions and find evidence to support or refute referring to the text, using annotations as a point of reference. 8. Have each student write their responses on the card that they as a member of their group agreed upon. Creativeness with markers will be encouraged to draw what they imagine from the reading on one side of the card is encouraged and desirable along with written responses on the other (10 minutes). Closure: Conceptual Have student reassemble and share insights from their group’s discussion and conclusions with the whole class. Have students pass in index cards with their name and pre-assessment so that I can receive feedback from them as to their thoughts on the reading material (10 minutes). Closure: Procedural Prepare the students by reminding them we will be reading aloud again tomorrow. Announce that they need to be thinking their essays they will be writing at the end of this unit. (5 minutes). Evaluation: The students will strengthen their verbal reading skills by the pronunciation of unfamiliar common language words. Their small group brainstorming sessions will improve their interpersonal skills at problem solving by discussing the literature and coming up with joint conclusions to its interpretation. Playing with markers gives them visual interaction as well as audible and written. It gives them an opportunity to further engage themselves into the activity with an element of fun while discussing serious interpersonal issues about the nature of the piece.
My plan is to be able to determine by the students’ discussion of these two poems and well they are able to grasp close reading.
I will be able to assess the individual student’s ability for critical thinking with their individual responses during the whole class discussion about while working in their groups as they address their questions and the answers they come up with to the questions:
I will be able to assess the discussion group’s ability to work together to come up with a consensus to the questions: What is the surface meaning of these poems? What is one of the deeper meanings of these poems? What evidence of that is there in the text [open ended]? I will be able to assess how well each individual student grasped the concept of team work within the group by reading their response cards. If they seem still unclear with the concept, we will re-address it before the full in class the next day.
In this single day’s lesson, I will have covered ODE standards: Pg. 259. Phonemic Awareness, Word Recognition and Fluency 1. Acquisition of Vocabulary: 1-6. Pg. 260. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies. Pg. 261. 1-3. Comprehension Strategies and Self-Monitoring Strategies. Pg 261. Reading Applications of a Literary Text. Pg. 266. Communications-Oral and Visual.
Self Evaluation: Clearly described procedure/questions you will ask yourself to analyze your teaching and implications of the lesson; questions for reflection go beyond self. These poems are just an introduction. Am I being tough enough on them when it comes to the in class reading exercise and discussion? I don’t want to lose their interest, but I do want to challenge them. Does a closure always have to be procedural? It would be great to find a way to include a fun brain teaser that takes their mind off of the lesson plan, but incorporates standards into the last few minutes.
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