TEACHER RESOURCE FOR BROWN GIRL DREAMING BY JAQUELINE

Teacher Resource For Brown Girl Dreaming By Jaqueline-PDF Download

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SAMPLE LESSON 1 TWO DAYS, Prior to Lesson Students should read Dreams by Langston Hughes and Learning from Langston on page 245 of Brown Girl Dreaming. LEARNING FROM LANGSTON WRITING FROM MODELS, OPENING LESSON Ask students to take a few minutes to write a short re ection in their notebooks in which they explore the topic of role models Ask students to de ne a role. model and then identify a role model in their own lives Ask them to describe the person and explain how he or she provides an example of an attribute or ability to which the. students aspire After giving students ve to ten minutes for writing and re ection have them partner up and share their responses. Next foster a whole group discussion in which students generate a list of contemporary role models Record the names on the board or document projector Foster a discussion. on the strengths and weakness of role models in society How do these images of success support and or detract from our ability to dream of our futures and take steps toward. realizing those dreams Consider using a T Chart to organize student responses. Then have students reread Woodson s poem Learning from Langston on page 245 as you read it aloud Ask students to explore the ways in which Langston Hughes and his. poetry function as a role model for Woodson Have them work in small groups to generate a list of at least three choices that Hughes makes in his poem that in uence. Woodson s response Also ask students to focus on at least two ways that Woodson diverges from Hughes s model As groups share out ask them to consider the importance of. models in creativity How do the examples provided by artists musicians and writers help us develop our own creative capacities You may also wish to extend the discussion to. questions of authenticity if we are following a model are we truly creative Why or why not. Next turn students attention to the epigraph of the book which is Langston Hughes s poem Dreams Brie y explain what an epigraph is and lead the class in an analysis of. Hughes s poem with a special focus on his use of repetition rhyme and metaphor How does each technique contribute to the theme of the poem. STUDENT WORKSHOP Have students work in groups of three They will work together to analyze Hughes s poem and then to generate three new stanzas to extend Hughes s. poem using his techniques but with original content Finally they will analyze how their extension both developed and complicated Hughes s original composition Tell students. that this workshop is designed to help them develop the learning standards of RL 9 10 1 and RL 9 10 4 by analyzing Hughes s use of language and structure to convey theme. while honing their ability to cite evidence to support their interpretations Sharable copies of the questions in Steps in this workshop can be found HERE. Step One Together they will analyze the original poem answering the following questions. 1 How does Hughes s repetition of the clause Hold fast to dreams support the signi cance of his theme. 2 What kind of sentence does Hughes employ interrogative imperative declarative and how does this choice contribute to the theme. 3 Hughes creates a poetic argument to justify the importance of his speaker s repeated claim to h old fast to dreams What two reasons does he provide for. 4 Examine the metaphors in the poem What does Hughes imply about a life without dreams by comparing it to a broken winged bird That cannot y What. meaning does he convey by using a bird as the central image. 5 How might the meaning of the poem change if instead he chose to compare such a life to a dog with a broken leg What additional connotations does the. image of the bird convey that one of a dog would not. 6 Now consider the metaphor in the second stanza What does Hughes imply about a life in which dreams no longer are present by comparing it to a barren eld. Frozen with snow, 7 Look up the word barren How does the meaning of this word contribute to the tone of this stanza. 8 How do the added images of Frozen and snow contribute to the pattern of desolation in the poem. 9 Consider the signi cance of the image of a eld How might the meaning of the poem change if instead Hughes used the image of a lake rather than a eld. What additional connotations does the image of the eld convey that one of a lake would not. 10 Notice the rhyme scheme of the poem Scan it How does the simplicity of the rhyme scheme contribute to the mood of the poem. 11 Notice how the third line of each stanza is longer and has more beats than the others Why might Hughes extend these third lines What ideas are contained in. these third lines that are distinct from the content of the rest of the stanzas. English Language Arts 6 12 Curriculum http www ccsoh us ELA6 12 aspx 2. Step Two Individually students will compose an original stanza that develops Hughes s poem using one of the templates below Remind students that this process of. composition will deepen their mastery of the reading standards listed above while also developing their writing skills with regard to using details techniques and. sequencing to produce writing appropriate to the task. 1 Hold fast to dreams Example,2 For if dreams die Hold fast to dreams. 3 Life is a For if dreams die, third line should be longer have more syllables than other Life is a ooded plain.
That will not dry,4 must end with a, word that rhymes with die and consist of two accented. syllables and two unaccented syllables,1 Hold fast to dreams Hold fast to dreams. 2 For if dreams go For if dreams go,3 Life is a Life is the hope of seed. third line should be longer have more syllables than other That will not grow. 4 must end with a, word that rhymes with go and consist of two accented. syllables and two unaccented syllables, Step Three Have each student share his her stanza with the other group members Have each member analyze the metaphors the other students created Then have.
students work together to arrange the stanzas in an order that best develops the themes of the work as a whole. Step Four Each group should practice and perform their collaborative poem for the rest of the class After each group performs its poem the rest of the class should. discuss the choices that the group made paying particular attention to the metaphors and how they developed and complicated the original themes of Hughes s work. REFLECTION FORMATIVE ASSESSMENT Have students separate from their groups Take a few minutes to summarize the activities Have students open their notebooks and. respond to this prompt How does Woodson s choice to include Hughes s poem as an epigraph to her book forecast themes she may develop Justify your prediction of at least. two themes by linking evidence from Hughes s poem with ideas generated by the title of Woodson s memoir Brown Girl Dreaming Invite students to consider each word and. its implications in the title, You may collect this or assess the prompt responses during a reading writing workshop time on another day or during a reading writing conference. English Language Arts 6 12 Curriculum http www ccsoh us ELA6 12 aspx 3. SAMPLE LESSON 2 TWO TO THREE DAYS, Prior to Lesson Students should read Part I pages 1 41. I AM BORN PART ONE PERSONAL FAMILY AND NATIONAL HISTORY THREADS. MINI LESSON Woodson s poem february 12 1963 in many ways functions as an introduction to the whole memoir by creating a free verse tapestry within which she weaves. the threads of her personal history her family history and American history Read the poem out loud to the students as they follow along Ask students to share what they learn. about the narrative persona that inhabits the poem Tell students that this lesson will help them cite evidence to support analysis as well as determine a theme or central idea of. a text and analyze in detail its development over the course of the text including how it emerges and is shaped and re ned by speci c details. Then have the students read the poem again while focusing on the following questions What do we learn about her personally What do we learn about her family What do we. learn about the time period in which the memoir is located What aspects of America s past inform the speaker s understanding of herself and her place in the world. Have students make a three column chart in which they track these three threads by listing details from the poem that t within each category Then have students share their. ideas For example,Personal History Family History National History. I am born on a Tuesday my great grandparents worked the deep as the South explodes. STUDENT WORKSHOP Invite students to look carefully at potential sections in which the threads overlap For example Woodson writes the people who look like me keep. ghting and marching and getting killed 2 This section combines the historical moment of her birth within the civil rights movement and her personal racial identity. people who look like me Ask students to identify and defend at least two such intersections Challenge them to nd a section on which all three threads coalesce. Put up butcher paper or place laptops with open docs around the room on which the following threads are labeled one per paper or device Personal History Family History. National History Personal and Family History Overlap Family and National History Overlap Personal and National History Overlap and Personal Family and National History. Overlap Have students move around the room to record their evidence for each of the categories Once students have completed their records foster a discussion in which you. explore the threads and why Woodson begins her memoir with this poem How does this poem prepare us for the content she develops throughout part one. REFLECTION FORMATIVE ASSESSMENT Take a few minutes to summarize the activities Have students open their notebooks to record their response to the following prompt. choose two of the three threads we have focused on for today s lesson and select one poem from part one that develops these threads Identify the poem select and quote. evidence directly from the poem that develops each thread followed by an explanation of how that evidence develops that thread Use the following example for students to. follow in their own responses You may collect this or assess it during a reading writing workshop time on another day or during a reading writing conference. Example Response, The poem it ll be scary sometimes develops the thematic threads of family and national history In this poem Woodson describes the life s work of her great great. grandfather Built his home and farmed his land then dug for coal when the farming wasn t enough In these lines Woodson explores the characteristics of strength. determination and resiliency that ow through her family s history The thematic thread of the nation s history also weaves through this poem Woodson mentions the Civil. War and even quotes the inscription on the Civil War Memorial that records her great great grandfather s service William J Woodson United States Colored Troops. Union Company B 5th Regt Woodson s choice to include this detail regarding her great great grandfather s service as a member of the Colored Troops in the Union Army. reveals the history of oppression and the nation s struggle to overcome injustices. English Language Arts 6 12 Curriculum http www ccsoh us ELA6 12 aspx 4. SAMPLE LESSON 2 CONTINUED TWO TO THREE DAYS, Prior to Lesson Students should read Part I pages 1 41.
I AM BORN PART TWO NARRATIVE POEM AND THEME DEVELOPMENT. OPENING ACTIVITY Return to the poem february 12 1963 and ask students to speculate on the process that Woodson may have undertaken to compose this work What did. she have to know or research in order to create this text What tools and or resources might she have used or consulted in this process Students may record their answers in. their notebooks or share in a discussion, Then ask students to consider their birth date What do they know about the day of their birth Where were they born what hospital what day of the week What do they. know about the historical moment What was going on politically culturally economically socially What do they know about their family s past Have them brainstorm. answers to these questions in their notebooks This process will help them recognize the need for additional research. Allow students to use their phones tablets secure Chrome books or schedule time in the computer lab for this next step Ask students to go online to research the date of their. birth Have them determine the day of the week the top movies songs the headlines and then expand their research to the whole year Have students simply type in their year. of birth in Google to see a whole list of websites with relevant content Have them record at least ten facts in a variety of categories culture politics economics etc Model. this step yourself For example the author of this lesson was born on September 23 1969 a Tuesday During 1969 Nixon was newly elected Sugar Sugar by The Archies was. on top of the charts best selling books included The Love Machine and The Godfather James Earl Ray pled guilty to the assassination of Martin Luther King Jr and then later. recanted the Stonewall Riots broke out the Brady Bunch premiered the Manson Family committed mass murder the My Lai massacre took place and men walked on the. moon These facts are among those that provided the content for the example poem below that students will use for their workshop. Now review the example poem or use your own example Note that the words in italics are taken from Woodson s mentor text HERE is an electronic copy for doc sharing. TEACHER RESOURCE FOR BROWN GIRL DREAMING BY JAQUELINE WOODSON ANCHOR TEXT Brown Girl Dreaming Order Copies from CCS Book Warehouse SHORTER LITERARY TEXTS Available HERE INFORMATIONAL TEXTS Available HERE MEDIA VISUAL TEXTS Available HERE This resource with its aligned lessons and texts can be used as a tool to increase student mastery of Ohio s Learning Standards It should be

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