Lesson Plan for Langston Hughes and his poems, “The Negro Speaks of Rivers”, and “Ballad of Booker T”
Grade: Undergraduate
Subject: English 101
Duration: 5 weeks
Rationale: Students will engage in reflections about poetry, the genre of lyrical
imagination, linguistic treatment of the focus poems in comparison to music of the period coupled with their personal knowledge of Langston Hughes acquired from selected readings and the viewing of his biographical film. Critical Literary theories such as
Deconstructionism and Romanticism are also implemented to encourage critical thinking skills resulting in independent and effective scholarship. Students will evaluate
and discuss the era upon which the focus poems were written to develop a wholistic
commentary regarding the cultural, political, historical, and philosophical implications in the work. “The Negro Speaks of Rivers” and “The Ballad of Booker T” are the focus works.
Objectives : (Aligned with the Illinois Professional Teaching Standards (IPTS))
1 Content Knowledge: The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.
Knowledge Indicators:
1A. Understands major concepts, assumptions, debates, principles, and
theories that are central to the discipline.
1B. Understands the process of inquiry central to the discipline.
Performance Indicators:
1I. Designs learning experiences to promote student skills in the use
of technologies appropriate to the discipline.
1K. Uses a variety of explanations and multiple representations of concepts
that capture key ideas to help students develop conceptual understanding.
6 Instructional Delivery: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Knowledge Indictor:
6C. Knows how to enhance learning through the use of a wide variety of
materials as well as human and technological resources.
Performance Indictors:
6I. Varies his or her role in the instructional process as instructor, facilitator,
coach, or audience in relation the content and purposes of instruction and
the needs of students.
6K. Uses a wide range of instructional technologies to enhance student learning.
Materials
-T.V. with DVD/VCR
-Documentary on life and works of Langston Hughes
-Computers/Lab with Internet access
-Four Poster Boards
-Markers
-Handouts of “The Negro Speaks of Rivers” and “Ballad of Booker T” by Langston Hughes
-CD Player
-Audio of “The Negro Speaks of Rivers” and “Ballad of Booker T” by Langston Hughes
Procedure
A. Anticipatory Set
Show power point presentation on Langston Hughes
B. Activities
1. Students will watch documentary on Langston Hughes, and engage in whole group sharing by sitting in a circle, and responding to the elements that constitute
efficient delivery of the facts in the work.
2. Students will then receive a copy of “The Negro Speaks of Rivers” and “Ballad of Booker T” by Langston Hughes, and read poem silently, aloud, and follow along with the audio of the poems. Students will need to take notes and write down possible themes and use of language in the work.
3. Students will reengage in whole class discussion about the relevant themes found in the works by Langston Hughes, identify and analyze the period upon which
the work was written.
4. Students will be broken up into four groups of four, and will be given the project to create their own poem on a poster board based on the themes and messages represented in “The Negro Speaks of Rivers” and Ballad of Booker T” by Langston Hughes.
5. Students will utilize the computers to access the web page on Langston Hughes and the poems “The Negro Speaks of Rivers” and “Ballad of Booker T”. Students will use the web page to attain information about these works as well as links to information on Hughes.
6. Students will combine all notes, Internet research, and group discussion work, and create their poem. Students will use markers, and/or other materials to identify
and illustrate the use of lyrical verse, assonance, and alliteration.
7. Groups will present their poems to the class, and explain their themes and messages that contributed toward their writing of their poem.
C. Closure
Students will share their views on the project, and how their participation impacted their thinking about Langston Hughes, his life, and his writings. Students will also reflect on the message Hughes wanted his readers to gain when reading and interpreting his poems, “The Negro Speaks of Rivers”, and “Ballad of Booker T”. Lastly, students will comment on having worked in groups, and how that impacted their thoughts on the poems.
Assessment
Students will be evaluated through observing classroom participation, group work participation, and scholarship in presentation. Students will also be evaluated on their abilities to access the web page and demonstrate effective implementation of primary
sources, secondary sources and hypertext coupled with a working knowledge of various
information databases.