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After analyzing examples of contemporary youth poetry as well as the poetry of Langston Hughes, students use the Internet to conduct research on how events in the world shaped Hughes' work. They cite specific examples, showing the link between their interpretations of the poem to the sociohistorical context in which the work was written.
After analyzing examples of contemporary youth poetry as well as the poetry of Langston Hughes, students use the Internet to conduct research on how events in the world shaped Hughes' work. They cite specific examples, showing the link between their interpretations of the poem to the sociohistorical context in which the work was written. Finally, each student creates an original poem that communicates a personal view on a current world issue. Links and references for instructors are available at the website. (author/ncl)
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This site features a detailed 4-day lesson to develop students' ability to understand, evaluate, and create poetry. The lesson is applicable to all students including those in the Arts & Communication, Education & Training, and Human Services career-technical fields.
This site features a detailed 4-day lesson to develop students' ability to understand, evaluate, and create poetry. The lesson is applicable to all students including those in the Arts & Communication, Education & Training, and Human Services career-technical fields. Specific to poets from the Harlem Renaissance and focused especially on Langston Hughes, the site provides materials that will help career-technical students see important sociohistorical connections between poetry and the period in which it is created. Detailed links allow students to access reading and writing resources, and enable students to pursue their personal interests as they link to a plethora of websites. Working in teams or individually, students create poetry that reflects their personal views about a current world issue. English language arts teachers should not miss the opportunity to point out to career-technical students how poetry can help them to understand the deeply held feelings of social groups and historical periods. (dam)
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Benchmarks (8 - 10) |
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| A. | Apply reading comprehension strategies to understand grade-appropriate text. |
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| Benchmarks (11 - 12) |
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| A. | Apply reading comprehension strategies to understand grade-appropriate texts. |
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| Grade Level Indicators (Grade 9) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Grade Level Indicators (Grade 11) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Grade Level Indicators (Grade 12) |
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| 1. | Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. |
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| Reading Applications: Literary Text Standard | |
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| Benchmarks (8 - 10) |
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| D. | Identify similar recurring themes across different works. |
| E. | Analyze the use of a genre to express a theme or topic. |
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| Benchmarks (11 - 12) |
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| A. | Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text. |
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| Grade Level Indicators (Grade 9) |
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| 5. | Interpret universal themes across different works by the same author and different authors. |
| 6. | Analyze how an author's choice of genre affects the expression of a theme or topic. |
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| Grade Level Indicators (Grade 10) |
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| 5. | Analyze how an author's choice of genre affects the expression of a theme or topic. |
| 6. | Explain how literary techniques, including foreshadowing and flashback, are used to shape the plot of a literary text. |
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| Grade Level Indicators (Grade 11) |
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| 2. | Analyze the historical, social and cultural context of setting. |
| 5. | Analyze variations of universal themes in literary texts. |
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| Grade Level Indicators (Grade 12) |
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| 2. | Analyze the historical, social and cultural context of setting. |
| 5. | Analyze variations of universal themes in literary texts. |
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| Standards for the English Language Arts |
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| Range of materials and purposes for reading | |
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| Students read a wide range of print and non-print 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. Among these texts are fiction and nonfiction, classic and contemporary works. |
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| Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Write, speak, and visually represent to create text | |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| Research and inquiry | |
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| Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. |
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| Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. |
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| Purposes for using spoken, written, and visual language | |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Promising Practice |
| STANDARDS ALIGNMENT |
| Grades 9 - 12 |
| CAREER FIELDS |
Arts & Communication;
Education & Training;
Human Services;
General Career Skills |
| TOPICS |
English Language Arts --
Reading;
Literary Response;
Writing;
Literature;
Poetry |
| OHIOWINS TOPICS |
Writing Applications;
Literature;
Response to Literature;
Poetry |
| FOUND IN |
Standards First
OhioWINS |
| KEYWORDS |
Langston Hughes;
social/historical context;
literary analysis;
literary interpretation |
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Author: Shari Fetterhoff and Maureen Carroll
Publisher: IRA/NCTE
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