On Monday, April 4, and Tuesday, April 5, we compared two poems by different poets of different time periods. Because this is a 2-day lesson with many assignments involved, please refer to the lesson plan below to find out what to do (the poems are included in the pdf document at the bottom of the page):
Standard: 11.5, 15.7
Objective: Students will apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and provide support from the text for the identified themes. Students will evaluate how an author’s choice of words advances the theme of a work.
Instructional Block Day 1 Activator: Read the biographical information on Whitman and Hughes. Underline any similarities you can find between the two authors. You may find these bios at www.poets.org
Mini lesson: Distribute copies of both the Whitman and Hughes’ poems, “I Hear America Singing” and
“I, Too”. Have the class read the Whitman poem, “I Hear…” * with you. Teach free verse, structure of poem, and simplicity of language as students take notes on the poem handout. Read “I, Too …”* by Langston Hughes with them. Teach theme in each poem.
Learning Activity: With an academic learning partner, complete a TPCASTT each poem.
Homework: make sure to complete a TPCASTT chart for each poem.
Instructional Block Day 2
Activator: Based on your TPCASTT charts, create a Venn diagram that places quotations from the poems as either similar or different
Mini lesson: Discuss the student-generated Venn diagrams. What are some common similarities? How are the themes of these poems similar?
Homework: Now that you have found similarities between the two poems. Do a comic strip of no fewer than four panels or more than six in which you depict the message or theme of each poem. Use both regular and thought bubbles to convey the theme.
Standard: 11.5, 15.7
Objective: Students will apply knowledge of the concept that the theme or meaning of a selection represents a view or comment on life, and provide support from the text for the identified themes. Students will evaluate how an author’s choice of words advances the theme of a work.
Instructional Block Day 1 Activator: Read the biographical information on Whitman and Hughes. Underline any similarities you can find between the two authors. You may find these bios at www.poets.org
Mini lesson: Distribute copies of both the Whitman and Hughes’ poems, “I Hear America Singing” and
“I, Too”. Have the class read the Whitman poem, “I Hear…” * with you. Teach free verse, structure of poem, and simplicity of language as students take notes on the poem handout. Read “I, Too …”* by Langston Hughes with them. Teach theme in each poem.
Learning Activity: With an academic learning partner, complete a TPCASTT each poem.
Homework: make sure to complete a TPCASTT chart for each poem.
Instructional Block Day 2
Activator: Based on your TPCASTT charts, create a Venn diagram that places quotations from the poems as either similar or different
Mini lesson: Discuss the student-generated Venn diagrams. What are some common similarities? How are the themes of these poems similar?
Homework: Now that you have found similarities between the two poems. Do a comic strip of no fewer than four panels or more than six in which you depict the message or theme of each poem. Use both regular and thought bubbles to convey the theme.
| whitmanhughes.pdf |