Day: 13 Teacher: Mr. Ealy
General
Objective: Students will:
·
Read
a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society and the
workplace; and for personal fulfillment.
·
Read
a wide range of literature from many periods in many genres to build an
understanding of the many dimensions of human experience.
·
Develop
an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic group, geographic regions, and social roles.
·
Participate
as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
Introduction: Yesterday we looked at a short story and responded to it and
today we will look at Langston Hughes’ poem “I too sing America” which is a
response to Walt Whitman’s “I Hear America Singing.”
Specific
Objectives: Students will:
·
Read,
discuss and analyze world literature representing diversity.
·
Interpret
literal and nonliteral meanings of words and phrases.
·
Make
comparisons, predictions, generalizations, and draw conclusions.
·
Attribute
information and quotations to their sources.
Procedures: The teacher will:
1.
Allow
Students to read the poetry and respond to the poetry.
2.
Lead
discussion on if the poems are relevant to our convergence of cultures unit.
3.
Present
MLA lesson on citing works within the body of the paper.
Closing: We will continue tomorrow with an overall last look at the MLA
format and I will answer any questions that you have. You will also be given time to work on your papers which will be
due in two days.
Materials: Transparency, overhead projector, poetry handouts, MLA handbooks.
Assignments: Paper is due Friday as well as the oral presentation which will
be your in class grade for that same day.
Extender/Back-Up
Activities: In class time to work on papers, answer MLA
questions and questions on papers.
Provisions
For Individual Differences: Allow students who have
problems seeing the board to adjust seating.
Teacher
Notes: Remind the students of the differences
between blacks and whites at the time Walt Whitman wrote his poem and the time
in which Langston Hughes wrote his poem.
Ask if things were better or worse for blacks during this time. Discuss the many books and plays that
Langston Hughes published. Why does
Hughes even respond to the Whitman poem?
What comes to mind when you think of singing in the Hughes poem? Possibly Negro spirituals. Do these same images come to mind when you
think of Whitman’s poem? Is it ordinary
for a black man to be reading Whitman in 1925?
What was the education rate for blacks during this time? Do the poems illustrate a convergence of
cultures? Could Hughes be stating that
blacks are a part of the American culture and in the future, they will be more
of a part? Does this poem speak to the
treatment of other minorities in the present?
Remind theme that I do not want theme to use outside sources other than
the works. I want them to cite the
works as they quote from them. Be sure
I leave the examples of the cited sources up long enough so students can copy
the examples. Be sure to follow up the
examples given by showing them in the handbook were similar examples can be
found.
Supplementary
Materials: Hand out with poetry.