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Elizabeth BoeseHughes’ and Whitman’s America

Introduction Lesson topic: Hughes’ and Whitman’s America Length of Lesson: 90 minutes VA Standards of Learning:

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape

the intended meaning of the text, achieve specific effects and support the author’s purpose.

Context: This is the second day in a three day unit plan on Walt Whitman. Students have a base knowledge of biographical information on Whitman and have already read excerpts from Leaves of Grass (but not “I Hear America Singing”).

Global Themes: Understanding the power of tone in writing and using writing to express cultural experiences.

Content Objectives Students will demonstrate an understanding of tone. Students will compare and contrast the work of two poets. Students will examine the role of cultural experiences on an author’s tone.

Assessment Aligned to Objectives Students will demonstrate an understanding of tone.

o Students will work in small groups to do a close reading of both poems. Students will compare and contrast the work of two poets.

o Students will work in small groups to fill out a Venn diagram for the poems. Students will examine the role of cultural experiences on an author’s tone.

o There will be a large class discussion on how culture affected the tone of each poem.

Materials/Technology and Advanced Preparation Computer Projector Prezi Copies of “I Hear America Singing” by Walt Whitman for each student Copies of “I, Too, Sing America” by Langston Hughes for each student Copies Venn diagram for each student Copies of homework assignment for each student

TIME TEACHER ACTIONS STUDENT ACTIONS

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Introduction/Anticipatory Set – Outline how the lesson will begin. How will you focus student attention on lesson content, build on prior knowledge, motivate students to learn, etc.?

5 Minutes

5 Minutes

Teacher has painting (first prezi slide) projected on screen, and asks students to write down what kind of images they see.

Teacher calls on students to share some of the images they see in the painting.

Students work individually, writing down comments on the artwork.

Students share their thoughts and comments on the painting with the rest of the class.

Lesson Development – Outline the sequence to be followed in the development of the lesson. Pay particular attention to concept development and questioning.

10 Minutes

10 Minutes

5 Minutes

5 Minutes

25 Minutes

15 Minutes

Teacher will review some basics on Walt Whitman, and share some basic information on Langston Hughes.

Teacher will hand out “I Hear America Singing” and “I, Too, Sing America.” Teacher will ask for a volunteer to read “I Hear America Singing” and then will play Langston Hughes reading “I, Too, Sing America.”

Teacher will ask students to share their initial reactions to each poem.

Teacher will break students into small groups and hand out copies of a Venn diagram to each student. Teacher will tell students that they are to close read each poem, paying attention to tone and imagery. Students are to fill in diagram with main points.

Teacher will walk around class, making sure students stay on task and answering any questions.

Teacher will call class back together. Teacher will pull up popplet from the prezi, and call on students to share things their group came up with.

Students will volunteer information they remember about Walt Whitman.

Students will listen to the readings of the two poems.

Students will share their initial reactions to the poems in a full class discussion.

Students will break into groups.

Students will work in their small groups, doing close readings of each poem. Students will fill out their Venn diagrams with contrasting and similar aspects to each poem.

Students will share items from their Venn diagram with the class.

Closure – Outline how the lesson will be concluded. How will you summarize, review, reinforce, enrich, and/or

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encourage students to reflect on what they have learned?

10 Minutes

Teacher will conduct a large group discussion, asking for students to share how they think culture played a role in each author’s writing.

Teacher will ask students to write their own poem for homework and hand out the assignment sheet/rubric.

Students will participate in a discussion to wrap up their findings.

HomeworkStudents will write a poem of their own about their America. The poem should be roughly modeled after either Hughes or Whitman.

References

Berkman, Bernece. (1937). South Chicago Series #2. Illinois State Museum Collections Online. Retrieved from: http://www.museum.state.il.us/ismdepts/art/WPA/gallery.html?RollID=roll01&FrameID=Berkman_Chicago2

Hughes, Langston. I, Too, Sing America. Poets.org. Retrieved from: http://www.poets.org/viewmedia.php/prmMID/15615

Princeton Encyclopedia of Poetry and Poetics. Ed. Alex Preminger. Princeton: Princeton University Press, 1965.

Webster, Sharon. Varying Views of America. ReadWriteThink. Retrieved from: http://www.readwritethink.org/classroom-resources/lesson-plans/varying-views-america-194.html?tab=1#tabs

Whitman, Walt. I Hear America Singing. Poets.org. Retrieved from: http://www.poets.org/viewmedia.php/prmMID/15752

Appended Materials Lesson Organizer Curriculum Framework Document “South Chicago Series #2” –painting by Bernece Berkman “I Hear America Singing” –poem by Walt Whitman “I, Too, Sing America” – poem by Langston Hughes Venn Diagram Homework Assignment

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Lesson Organizer

Prior Knowledge and NEW Instructional Content

Prior Knowledge:Students have read excerpts from Leaves of Grass and know basic biographical information on Walt Whitman.

Opening Activity:Teacher will have “South Chicago Series #2” by Bernece Berkman on the projector screen .The teacher will ask the students to look at the painting and write down what kind of images they see, and what kind of mood the painting conveys to them. After allowing the students to work individually for 5 minutes, the teacher will call on students to share their thoughts about the painting. The teacher will ask the students to keep the painting, and the images it made them think of in mind for when they read today’s poems.

Lesson:Teacher will review some basic biographical information on Walt Whitman, asking students to contribute any other information they remember from the previous day’s lesson. The most important facts for the students to remember as they read the following poems are:

Whitman was an American poet who lived from 1819-1892. Whitman was a humanist, and his work shows aspects of both realism and transcendentalism.

The teacher will then introduce Langston Hughes. Hughes was also an American poet. He lived from 1902-1967. In addition to being a poet, Hughes was also a social activist, and was best known for his work

during the Harlem Renaissance. Hughes claims Whitman as one of his primary influences. Much of Hughes’ work portrays working black Americans. Unlike other notable black poets of the period, Hughes did not differentiate between his personal

experience and the common experience of black America.

Teacher will hand out copies of “I Hear America Singing” and “I, Too, Sing America” to the students. The teacher will ask for a volunteer to read “I Hear America Singing.” After a student has read the first poem to the class, the teacher will play Langston Hughes reading “I, Too, Sing America.” After both poems have been read, the teacher will ask students to share initial reactions to the poem. Teacher will allow for a brief classroom discussion on initial reactions.

Teacher will break students into predetermined small groups. Students are asked to take those initial reactions and expand them, using the text to support their thoughts. Teacher will ask that the students also call back the image from the beginning of the class and keep it in mind while they explore the texts. Teacher will hand out Venn diagrams to each student. Working in their groups, students will do close readings of each poem. They should pay close attention to the author’s diction and syntax and how this affects the overall tone of the poem. Students should also focus on imagery. After doing their close readings, students should fill in their Venn diagrams with main points from each poem. They should list similarities and differences in main points, images, form, word choice, and tone. The teacher will walk around the class and make sure students stay on task.

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The teacher will call the class back together. The teacher will open popplet from the prezi. The teacher create a popplet as the students share their thoughts.

Closing Activity:The teacher will ask the students to look at their findings and their classmates findings on the popplet. The teacher will ask what role students think cultural experiences played when the poets were writing. Teacher will allow for a brief large class discussion. Students should notice that Whitman does not address issues of race at all in his poem. However, based on when it was written it is most likely that all the workers he references are white. Also, there are no slaves in Hughes’ poem, since slavery had officially and legally ended by the time he wrote it.

Teacher will hand out homework assignment and rubric. Teacher will explain that students are to write their own poem, modeling it after either Hughes or Whitman.

Instructional Modifications toASSIST Students Main Events of Instruction Instructional Modifications to

CHALLENGE Students

Students will be grouped so that each group has a range of student levels. This way students who need assistance have the benefit of other students’ ideas when they are filling out their Venn diagrams.

Students will have an opportunity to hear the poems read aloud in addition to having a hard copy.

Anticipatory Set:WritingLarge group discussion

Lesson:LectureClass readingLarge group discussionSmall group workLarge group discussion

Closing Activity:Large group discussion

Both poems can be read on a more in depth level for those students looking for more of a challenge.

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