Maya Angelou Lesson Plans

  • Lesson Plan 1: Woman for the Ages
  • Lesson Plan 2: Experiential Imagery
  • Lesson Plan 3:Character Study of I Know Why the Caged Bird Sings

Title: Lesson Plan 1: Woman for the Ages

Grade Level: 7-12

Subject/Content: ELA

Goals of Lesson: To expose students to American poetry of a significant African American poet.

Objectives:

Students will:

  • Sharpen their literary analysis skills through recognizing styalistic parallels between rap music and poetry.
  • Deepen understanding of issues like racism, stereotyping, discrimination, and gender bias.

Standards:

For 9th/10th grade:

  • CCSS.ELA-Literacy: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
  • CCSS.ELA-Literacy:Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history / social studies.
  • CCSS.ELA-Literacy: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Materials Needed:

  • CD player or computer
  • Lyrics for selected songs
  • Copies of Still I Rise, Phenomenal Woman, and Ain't That Bad;
  • Copies of Angelou's essay They Came to Stay and Take Time Out
  • Optional: Lyrics to TLC Waterfall

Recordings referenced:

  • Come Into My House," recorded by Queen Latifah ("All Hail the Queen" Tommy Boy Music 1989
  • "The Miseducation of Lauryn Hill ("The Miseducation of Lauryn Hill" Sony 1988
  • "Waterfall" recorded by TLC (Crazy, Sexy, Cool" Leface 1994)

Activities:

  1. Have students research backgrounds of Maya Angelou and Queen Latifah. Share out.
  2. Discuss rap music and lyrics (set guidelines for what is acceptable to share out)
  3. Distribute copies of Angelou's They Came to Stay
  4. Read essay together and discuss images of black women presented
  5. What negative images is she trying to counter?
  6. From where do these negative stereotypes come?
  7. Distribute copies of "Still I Rise" and ask students to read aloud
  8. How does it relate to her essay?
  9. What is the theme of the essay?
  10. Answer: The strength of black women believing in themselves
  11. Have students brainstorm a list of positive messages
  12. What historical events do you think she is referencing?
  13. What is the rhyming scheme? Have students stomp their feet and/or clap hands to the rhythm
  14. Listen to Maya Angelou read this aloud and determine if students interpretation comes close to meeting the reality of her impact
  15. Play Queen Latifah's "Come Into My House" 2 or 3 times and distribute lyrics
  16. What image of black women does she portray?
  17. Have students try to identify the similarity of themes between previous pieces from Maya Angelou and Queen Latifah’s piece.
  18. Have students find examples of sampling, call and response. Can rhythm be clapped?
  19. OPTIONAL: Play The Miseducation of Lauryn Hill and distribute the lyrics.
  20. Have students discuss similarities of themes.
  21. What is the narrator's tone (pride)?
  22. Pair lyrics with "Phenomenal Women" (Angelou).
  23. Break students into groups and discuss similarities of themes, narrative tone, rhyme and rhythm as previously modeled.
  24. Art Connection: Have students discuss hip hop culture as expressed in fashion and graffiti. Students can create a mural that expresses positive themes discussed in lyrical pieces and poetry.
  25. Music/Dance Connection: Have someone demonstrate and teach some basic break dance steps and/or street funk (i.e. Stomp) to fell the musical/movement similarities.

Assessment:

To assess students' understanding of rap, poetry, and music, distribute copies of Angelou's poem Take Time Out and lyrics to TLC's Waterfall. Play the song. Form groups and have students write response to these artistic works using questioning techniques demonstrated noting themes, positive and negative images, rhyming schemes and rhythm.

2. Culminating Project:

Choose one of the following:

Bring appropriate rap songs that explore positive themes to share. Extra bonus given for complementary poetic pieces that reflect chosen rap.

b. In groups-choreograph break dance or street funk style dance to Maya Angelou's Still I Rise or another of her poems studied. Express connection between lyrics, music and dance. Perform dance for class.

c. Read Angelou's poem Ain't That Bad and research 5 African Americans referenced and why Maya choose to include them in her work./

d. Create a piece of graffiti art based on a poem or song of your choice and explain it to the class.

3. Full Class Assessment: Write a poem about yourself and your ethnic identity. Perhaps include some stereotypes often used to describe your ethnic group.

Resources:Click here to view resource links.

Maya Angelou

Title: Lesson Plan 2:Experimental Imagery in Maya Angelou’s Still I Rise

Grade Level: 7-12

Subject/Content: ELA

Goals: To show students that cultural experiences and background contribute to what they overcome and eventually become.

Objectives: Help Students:

Find cultural relevance and text to self connections in Still I Rise.

Examine how imagery can be used to represent theme and periods of history.

Reflect on the resiliency in their own lives.

Determine the origin of their own voice and what they can use it for throughout their life

Standards:

For 8th - 10th grade:

CCSS.ELA-Literacy: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy:Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history / social studies.

CCSS.ELA-Literacy: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

Activities:

1. Break into pairs and review definitions for the following elements of imagery then share with the class:

  • Personification
  • Metaphor
  • Simile
  • Onomatopoeia
  • Hyperbole

2. Discuss how imagery is used to create comparisons between literal and figurative elements, add depth and understanding, as well as evoke more meaning for reader.

3. Divide into groups, distribute copies of Still I Rise in its entirety.

4. Have groups use highlighters to identify examples of imagery in the poem and select one stanza to analyze. (Use imagery analysis sheet)

5. Each group will present their stanza with the class and class discussion will add to each other's imagery.

Combine with another group and draw conclusions about how imagery contributed to the overall message.

Cultural Identity and Interpretation

A person's cultural identity, experience and knowledge may affect how a work is interpreted. To test this hypothesis have students:

1. Pair up with someone they don't know all that well. Take turns reading Still I Rise aloud (partner uses active listening techniques). Listener notes what emotions they heard in their partner's interpretation. Switch roles and then discuss the differences between interpretative readings.

2. Annotate the poem using the following questions:

  • Who is the narrator/speaker of the poem? Is it a person? A cultural group? Identify words that led you to your conclusion.
  • How does the speaker/narrator feel about himself/herself/itself? Draw a face that represents that emotion. Share with partner.
  • To whom is this poem directed? Highlight words and phrases that support your answer. Share with partner.
  • What message is this poem trying to give?
  • What do you believe the poem's overall theme is? Write the theme at the top of the poem and draw an arrow to a word/phrase from the poem that supports your answer.
  • Explain to your partner what historical context (if any) that you hear in the poem.

Assessment:

Write a letter, poem, rap song, blog or journal entry that answers:

From where does your voice come...your family, your culture, your beliefs, your friends, your experience?

For what would you like to use your voice now and in the future?

Resources: Click here to view resource links.

Maya Angelou

Title: Lesson Plan 3:Character Study of I Know Why the Caged Bird Sings

Grade Level:8-9

Subject/Content: ELA

Focus Question: Do circumstances throughout our lives make us or break us?.

Objectives:

  • Students will understand that characters undergo transformation due to the events in their lives.
  • Students will be able to identify character traits, motivations, conflict, and relationships.

Standards: For 8th - 9th grade:

  • CCSS.ELA-Literacy: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
  • CCSS.ELA-Literacy:Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writing or speaking to support conclusions drawn from the text.
  • CCSS.ELA-Literacy: Read and comprehend complex literary and informational texts independently and proficiently.
    (Note: Students were assigned to read chapter 2 prior to class)

Activities:

1. Prior Knowledge: Lead students in a discussion of a person and place in their lives that they remember the most. Elicit comments on specifics of the person and a description of the place. Write highlights on the board or butcher paper.

2. Elicit definitions/understanding of the following: disciplinarian, to thwart, whipping boy.

3. Begin a discussion of the chapter by instructing students to summarize chapter 2 by writing a one (1) sentence summary of each paragraph in their journal.

4. Teacher: Discuss how Maya Angelou develops the characters in her writing-which ones to mention and which to provide more depth. Review characterization including both physical and mental development of characters.

5. Divide students into groups of 3. Distribute task cards and butcher paper to each group.

Task 1: Have one student in the group re-read the chapter aloud while the other members pay attention to how Maya Angelou describes the physical aspects of Uncle Willie. Write a 5 sentence describing Uncle Willie on the butcher paper. Then draw a picture of how the group thinks Uncle Willie looks based on their understanding of her description. Remind them to pay attention to the clothing of the time.

Task 2: Another student re-reads the chapter aloud while other members make note of the emotion used to describe Uncle Willie. Remind students that emotions often manifest themselves though action.

  • How did Uncle Willie handle being handicapped? In groups discuss how each one acts toward handicapped people/ Following that discussion instruct students to discuss why they think Uncle Willie tried to act normal toward his teachers. How they think teachers would react if they knew Uncle Willie was "lame"?
  • Culminating activity: Write a scene where Uncle Willie does not hide his handicap and how teachers would react to him.

Task 3: In the time period when Maya Angelou was growing up people with handicaps were treated cruelly and very unfair. Go back through the chapter once again and make a list of words used to describe Willie. In a column next to those words use a word that might be used today to describe this attribute.

Culminating activity: Write a 5 sentence paragraph describing how Uncle Willie would be treated today. What services would be available for him today? Draw a picture of what Uncle Willie could look like today.

Evaluation/ Assessment

Each group presents their work to the class explaining how they drew their conclusions.

Rubric:

4 = All work done neatly, information accurate, presentation is clear

3 = Nice work but lacking in one area

2 = Fair work, unclear information

1 = Poor work with little effort

Resources: Click here to view resource links.

Still I Rise - Imagery

Stanza # ______

Word/Phrase from stanza / Type of Imagery / What does imagery represent?

Resources:

  • Eller, Edward E. "An overview ofI Know Why the Caged Bird Sings."Literature Resource Center. Detroit: Gale, 2014.Literature Resource Center.
    Document URL:
  • Eller, Edward E. "Critical Essay on 'I Know Why the Caged Bird Sings'."Nonfiction Classics for Students:Presenting Analysis, Context, and Criticism on Nonfiction Works. Ed. David M. Galens, Jennifer Smith, and Elizabeth Thomason. Vol. 2. Detroit: Gale, 2001.Literature Resource Center. Web.
    Document URL:
  • Kent, George E. "Maya Angelou'sI Know Why the Caged Bird Singsand Black Autobiographical Tradition."Kansas Quarterly3 (Summer 1975): 72-78. Rpt. inContemporary Literary Criticism Select. Detroit: Gale, 2008.Literature Resource Center.
    Document URL:
  • Smith, Sidonie Ann. "The Song of a Caged Bird: Maya Angelou's Quest for Self-Acceptance."Southern Humanities Review7.4 (Fall 1973): 365-375. Rpt. inChildren's Literature Review. Ed. JelenaKrstovic. Vol. 184. Detroit: Gale, 2013.Literature Resource Center.
    Document URL:
  • Arensberg, Liliane K. "Death As Metaphor of Self inI Know Why the Caged Bird Sings."CLA Journal20.2 (Dec. 1976): 273-291. Rpt. inNonfiction Classics for Students:Presenting Analysis, Context, and Criticism on Nonfiction Works. Ed. David M. Galens, Jennifer Smith, and Elizabeth Thomason. Vol. 2. Detroit: Gale, 2003.Literature Resource Center.
    Document URL:
  • Moore, Opal. "Learning to Live: When the Bird Breaks from the Cage."Censored Books: Critical Viewpoints. Ed. Nicholas J. Karolides, Lee Burress, and John M. Kean. 1993. 306-316. Rpt. inNovels for Students. Ed. Diane Telgen. Vol. 2. Detroit: Gale, 1998.Literature Resource Center.
    Document URL
  • Franks, Jill. "Maya Angelou: Overview."Contemporary Popular Writers. Ed. Dave Mote. Detroit: St. James Press, 1997.Literature Resource Center.
    Document URL
  • Rochman, Hazel. "Racism in Maya Angelou's I Know Why the Caged Bird Sings."Booklist1 Apr. 2008: 72.Literature Resource Center.
  • Document URL:
  • Wilmington, Michael. "King of the Hill: A Wonderful Film of Terrible Times."Los Angeles Times(20 Aug. 1993): 4. Rpt. inContemporary Literary Criticism Select. Detroit: Gale, 2008.Literature Resource Center.
    Document URL:
  • "The Many Voices Of Lauryn Hill."All Things Considered28 June 2010.Literature Resource Center.
    Document URL
  • Bruce, La Marr Jurelle. "'The people inside my head, too': madness, black womanhood, and the radical performance of Lauryn Hill."African American Review45.3 (2012): 371+.Literature Resource Center.
    Document URL
  • Angelou, Maya, and Claudia Tate. "Conversations with Maya Angelou."Conversations with Maya Angelou. Ed. Jeffrey M. Elliot. University Press of Mississippi, 1989. 146-156. Rpt. inPoetry Criticism. Ed. Ellen McGeagh. Vol. 32. Detroit: Gale Group, 2001.Literature Resource Center.
    Document URL
  • Hagen, Lyman B. "Maya Angelou: Overview."Twentieth-Century Young Adult Writers. Ed. Laura Standley Berger. Detroit: St. James Press, 1994. Twentieth-Century Writers Series.Literature Resource Center.
    Document URL
  • Sylvester, William. "Maya Angelou: Overview."Contemporary Poets. Ed. Thomas Riggs. 6th ed. New York: St. James Press, 1995.Literature Resource Center.
    Document URL
  • Neubauer, Carol E. "Maya Angelou: Self and a Song of Freedom in the Southern Tradition."Southern Women Writers: The New Generation. Ed. Tonette Bond Inge. The University of Alabama Press, 1990. 114-142. Rpt. inContemporary Literary Criticism. Ed. James P. Draper and Jennifer Allison Brostrom. Vol. 77. Detroit: Gale Research, 1993.Literature Resource Center.
    Document URL:
  • Lupton, Mary Jane. "Singing the Black Mother: Maya Angelou and Autobiographical Continuity."Black American Literature Forum24.2 (Summer 1990): 257-276. Rpt. inContemporary Literary Criticism. Ed. James P. Draper and Jennifer Allison Brostrom. Vol. 77. Detroit: Gale Research, 1993.Literature Resource Center.
    Document URL
  • Towner, Theresa M. "Order Out of Chaos: The Autobiographical Works of Maya Angelou."The Mississippi Quarterly46.4 (1993): 601+.Literature Resource Center.
    Document URL
  • Neubauer, Carol E. "An interview with Maya Angelou."The Massachusetts Review28.2 (Summer 1987): 286-292. Rpt. inWorld Literature Criticism, Supplement 1-2:A Selection of Major Authors from Gale's Literary Criticism Series. Ed. Polly Vedder. Vol. 1. Detroit: Gale, 1997.Literature Resource Center.
    Document URL
  • Saunders, James Robert. "Breaking out of the Cage: The Autobiographical Writings of Maya Angelou."Hollins Critic28.4 (Oct. 1991): 1-10. Rpt. inChildren's Literature Review. Ed. JelenaKrstovic. Vol. 184. Detroit: Gale, 2013.Literature Resource Center.
    Document URL
  • Hagen, Lyman B. "Poetry: Something About Everything."Heart of a Woman, Mind of a Writer, and Soul of a Poet: A Critical Analysis of the Writings of Maya Angelou. University Press of America, Inc., 1997. 118-136. Rpt. inPoetry Criticism. Ed. Ellen McGeagh. Vol. 32. Detroit: Gale Group, 2001.Literature Resource Center.
    Document URL
  • Lisandrelli, Elaine Slivinski. "The Pulse of Morning."Maya Angelou: More Than a Poet. Enslow Publishers, Inc., 1996. 5-13. Rpt. inPoetry Criticism. Ed. Ellen McGeagh. Vol. 32. Detroit: Gale Group, 2001.Literature Resource Center.
    Document URL
  • "At 80, Maya Angelou Reflects on a Glorious' Life."Weekend Edition Sunday6 Apr. 2008.Literature Resource Center.
    Document URL
  • "The Life Of Poet Maya Angelou, From Poverty To Presidential Prizes."All Things Considered28 May 2014.Literature Resource Center.
    Document URL
  • "Maya Angelou."Contemporary Authors Online. Detroit: Gale, 2014.Literature Resource Center.
    Document URL
  • "Maya Angelou."Contemporary Literary Criticism Select. Detroit: Gale, 2008.Literature Resource Center.
    Document URL
  • "Maya Angelou."Contemporary Poets. Gale, 2001.Literature Resource Center.
    Document URL
  • "Maya Angelou."Contemporary Popular Writers. Ed. Dave Mote. Detroit: St. James Press, 1997.Literature Resource Center.
    Document URL
  • Bloom, Lynn Z. "Maya Angelou."Afro-American Writers After 1955: Dramatists and Prose Writers. Ed. Thadious M. Davis and Trudier Harris-Lopez. Detroit: Gale Research, 1985. Dictionary of Literary Biography Vol. 38.Literature Resource Center.