The Concept of Voice Lesson Plan

Rationale - In this lesson students will be introduced to the idea of voice in texts. They will
learn how to identify the poets voice and analyze its meaning in the poems. Students will learn
how voice can influence, enhance, and alter the meaning of texts. By understanding the concept
of voice, students will be able to analyze content beyond written text and uncover a multi-faceted
meaning.
CCSS - CCSS. ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings; analyze the impact of rhymes and
other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of
a story or drama.
CCSS. ELA-Literacy.RI.7.7 Compare and contrast a text to an audio, video, or multimedia
version of the text, analyzing each mediums portrayal of the subject (e.g., how the delivery of a
speech affects the impact of the words).
Learning Objectives - Students will be able to identify the meaning in sound and analyze it to
gain a better comprehension of the text.
Students will be able to understand how an author/poet uses voice to enrich written texts.
Language Demands - Students will need to be able to identify irony and sarcasm in tone and
language. They may also need to understand the dialect of an African American woman from the
1940-50s.
Formative assessment Discussion and voice activity shows students understanding of meaning
through voice.
Summative assessment T Chart handout and journal entries will be used to assess their analysis
of voice in the poems
Instruction Plan 1. Idea of Voice (20 min)
In daily journals, write quick associations they have with the word voice.
Conduct a brief class discussion on their notes
In their individual seats, instruct students to make sounds, without words, to
express a feeling/emotion. Expressing the feeling they are having at the current
moment is a good suggestion.
Make the same sounds with a partner. The listener should write the characteristics
of the sound in their notes as well as the feeling that they believe is being
portrayed by the sound.
Switch roles and repeat the process
Lead a class discussion with the following questions as guidelines: What does
voice tell us? And how does it do so?
Ask a couple volunteers to use both voice and words to express their
feeling/emotion.

Continue discussion: Are there any differences when both voice and words are
used? How do they complement or work with each other to convey meaning?
2. Reading Langston Hughes (20 min)
Distribute T chart for poetry
Ask for a volunteer to read Madams Past History and Madam and her
Madam while students follow along (these were both assigned as HW reading
the previous day).
On their T charts, students should fill out What jumps out and Why it is
important to the poets voice or poem
Show video of Chuck Cooper reading the poems:
https://www.youtube.com/watch?
v=3VjNeZQHD7c&list=PLIDiZEWAIUye03GJjzmn_aA090BgwPKK8
Dont forget about the exercise on the use of voice when filling out the T chart
again for the reading done on the video
3. Writing about Madam (15 min)
In journals, write your interpretation of the Madam: What emotion/feeling does
her voice portray? What specific evidence makes you feel this about the Madam?
Why would she have that particular attitude?
These writings should be saved as they will be used for the writing portion of the
final project.
Homework: Finish writing your journal entries if you have not done so. Re-read other Hughes
poems looking for voice/mood and answer the same questions in your journals.
Instruction Materials and Tech
Computer with internet access for Youtube video
Chalk/white board
Students daily journals and writing utensil
T chart handout
Additional copies of poems (for students who may have lost them)
This lesson is adapted from: http://www.poets.org/poetsorg/lesson/letters-poets