Learning Experience Plan

Subject: English Language Grade level: 9th grade

Unit: Poetry Length of LEP (days/periods/minutes): 1 period

Topic: Langston Hughes's Poem

Standards:
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.

RL.8.4
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.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) Prior knowledge list
Students will: Bubble map graphic organizer
Reflection
define the literary device of diction. 3 questions to connect students with the
review the historical context of
poem
Langston Hughes's poem "Dreams". Homework
identify important details and
information, such as power diction, in
the poem.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
The students will be given Students can ask to pulse the After students finish their work,
some background information video for them to better note- such as finish reflecting on a
on the poem before being take on the information. particular diction used in the
asked to make the list of prior Students will be given the poem, they can work to look for
knowledge. For the ELL option to take notes with the other examples from the poem.
students, they can have more bubble map graphic organizer Tell them that this will be helpful
time when first reading the or without it. However, if to them when they do their
text, they can also pair up with students decide to not use the homework after class.
another student to read the graphic organizer, they must
poem together. A definition list be responsible to take notes
of poetic devices such as that will be helpful, organized,
diction will also be provided and accurate to later support

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for these students. They will them on their writing tasks.
also receive extra support
from the teacher who will be
walking around the classroom
to make sure all students are
on task.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Students will be asked to read the poem "Dreams" written by Langston Hughes. The poem reflects
on the struggle of African Americans who wished to reach their American Dream during the 1900s.
While students study the context and the use of diction in the poem, they will have to activate
some of their prior knowledge from their Social Studies class to help develop a better
understanding of the text presented.
Materials Procedures/Strategies

Poem sheet Day 1 (add additional days as needed)

Extra paper
Video note Sponge Activity (activity that will be done as students enter the room to get
taking sheet them into the mindset of the concept to be learned)
SMART
Board Write the full poem on the board.
computer Students will be asked to independently skim over the given poem.
White Board "For the first few seconds of class, please skim over the poem on
Markers your table. Do not annotate in details of the poem, only underline
Extra pens/ words that you think are important to the text."
pencils Afterwards, have students read out loud the poem. This will help
Video: students practice literary skill of reading.
Langston Ask students to pair up with someone sitting close to them and one
Hughes & person from each pair can raise their hands when ready for the next
the Harlem task. By paying attention to whether or not the students can follow the
Renaissanc given instructions, this will help students practice the literary skill of
e: Crash listening.
Course
Anticipatory Set (focus question/s that will be used to get students thinking
Literature
about the days lesson)
215
Write down the question on the board: What are "dreams" for African
Americans during the 1900s?
Ask students to keep the questions in mind throughout the lesson.

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 Activating Prior Knowledge (what information will be shared with/among
students to connect to prior knowledge/experience)

After students pair up with their peers, ask them to come up with a list of
things that they already know about the poet and/or the historical
background of the poem.

Ex:
o The poem is written by an African American poet, Langston
Hughes.
o The poem was established in 1926.
o The poem focuses on the struggle of African Americans for
acceptance in the American society.
The list can be written under the poem.
This lesson is purposed to pair up with the period when the Civil Rights
Movement is being taught in the students' Social Studies class.

Direct Instruction (input, modeling, check for understanding)

Input:

Play the video: Langston Hughes & the Harlem Renaissance: Crash
Course Literature 215
Ask students to flip over the poem paper and use the graphic organizer
to help them take notes on the video.
Ask students to carefully read the instructions, then ask them if they
have any question or need any example on how to use the graphic
organizer.

Model:

Identify with students the important dictions that were used in the poem.
Then examine how does the words affect the poem as a whole.
Example: "Dreams" with a hopeful connotation, is often used to
demonstrate a goal that is wished to be reached. However, in
Langston Hughes's "Dreams," the poem uses the word as a
warning that once this dream is established, should not be

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 forgotten and given up.
Students are expected to pay close attention to the lesson and
understand the poem on a more in-depth level. Students are also
expected to take notes on the poem.

Check for Understanding:

Ask students to write a short reflection on the taught material as a

practice for the literary skill of writing. Have them write a 2-3 sentences
reflection on one of the important dictions used in the poem. It is okay
for students to use one that was taught in class.
Ask them to support their answers with the text and/or the class lesson.
Walk around the classroom to make sure that all students understand
the task.

Guided Practice (how students will demonstrate their grasp of new learning)

3 questions will be written on the board:

What did the word "Dreams" meant to you?
Did the meaning of "dreams" change for you after today's lesson?
Other than the word "Dreams," pick one word from the poem that
seems to be important to you, explain why.
Students are asked to answer these questions with thorough and
meaningful explanations and evidential support from the text when
necessary.
Students will work independently on this task. They can write it on any
blank space from the worksheet.

Independent Practice (what students will do to reinforce learning of the lesson)

For homework, ask student to write an essay (at least 1 full page) that
compares and contrasts Langston Hughes's "Harlem," a poem taught
from a previous lesson, with Langston Hughes's "Dreams," the poem
taught in today's lesson.
Ask students if they have any question and make sure the class
understands the assignment. Make it clear the instructor will be available
to answer any question through email.

Closure (action/statement by teacher designed to bring lesson presentation to

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 an appropriate close)

Conclude with: "Today we examined the use of diction in Langston

Hughes's poem "Dreams". Tomorrow, we will move on to another
famous African American writer. Be prepared to make the transition.
Email me tonight if you have any question on everything we have talked
about so far on this unit.
Tell students that everything they did today will be collected.
Thank students for their effort and dismiss the class.
References: Marzano's High Yield Strategie

Name:______________________________
Date:________________

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List:

Video: Langston Hughes & the Harlem Renaissance: Crash

Course Literature 215

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While watching the video, take notes with this graphic organizer. You can
add as many bubbles as you wish, you can also add bubbles that branch
off from bubbles to display more detailed information.

Write "Langston Hughes" in the middle bubble and write "Harlem

Renaissance" in one of the other bubbles.

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