Escapes
This lesson will help students become more understanding of cultural differences. Students will analyze the theme of escape in two poems. They will recognize and record literary elements found in the poems and connect the poems to life in a meaningful way.
A lesson plan for grade 10 English Language Arts
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- Learn more about English language arts.
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Learning outcomes
The Student will:
- relate prior knowledge to lesson of the day
- integrate ideas from more than one work of literature
- recognize and record literary elements found in the poems
- connect the poems to life in a meaningful way
- demonstrate understanding by answering factual, interpretive, and evaluative questions
- express personal reactions through journal writing
- become more understanding and accepting of cultural differences
Teacher planning
Time required for lesson
2 Hours
Materials/resources
- Filmstrip on Greek myth of Daedalus and Icarus (possibly substitute a picture or piece of artwork and oral telling of story)
- Tape of Hayden poem (teacher may choose to read both poems aloud)
Technology resources
None.
Pre-activities
Teacher will review the terms myth, legend, metaphor, tone, personification, and lyric poetry with class, calling on volunteers for definitions and examples of the terms.
Teacher will show portion of sound filmstrip dealing with the Greek myth about Daedalus and Icarus.
Teacher will read aloud to class “All God’s Chillen Had Wings,” a Georgia Sea Islands legend about slaves who flew back to Africa.
Teacher will ask the following reading focus questions, having students write their answers on paper:
- Describe a time when you wanted very much to be somewhere other than where you were.
- Why do you think people enjoy hearing stories about their ancestors?
- What makes a place happy or sad for a person?
- Explain how a happy place might become a sad one.
Students may volunteer to discuss their responses.
Activities
- Teacher will explain to students that they will be reading two poems with a related focus. Their task is to identify the focus of each poem and the elements that contribute to the focus. They will also identify the different techniques the two authors use to explore the same focus.
- Teacher will play (commercial or teacher-made) audio tape of “O’Daedalus, Fly Away Home” by Robert Hayden while students read the poem in their books or from a handout. (They may wish to hear it more than one time.)
- Teacher will read aloud poem “old laughter” by Gwendolyn Brooks while students read the poem in their books. (This may also need to be repeated.)
- Students will write their personal responses to the poems in their journals.
- Working in small groups, students will discuss the following questions, writing down their group responses:
“O’Daedalus, Fly Away Home”
- What is the setting of the poem?
- What is the “home” mentioned in the poem?
- Find five metaphors in the poem.
- What strong emotion do you hear being expressed in the poem?
- What point do you think the writer is trying to make? (focus)
- How do the elements discussed above contribute to the focus of the poem?
“old laughter”
- What is the setting described in the first two stanzas?
- Contrast the first two stanzas with the last two.
- Give an example of personification from the poem.
- What is the tone of the poem? Why do you think so?
- What point do you think the writer is trying to make? (focus)
- How do the elements discussed above contribute to the focus of the poem?
- Explain how the two poems are related.
- Why are the emotions expressed in the two poems important?
- Students will discuss their group answers in a full-class discussion.
Assignment - Write a page of poetry or prose, draw a picture, or prepare a short mime or rap song expressing how you might feel if you suddenly had to leave the home and country you love to live in a strange land with different customs and a new language or how you would feel if strangers took over your homeland and tried to change all your customs, traditions, and religious practices. Use language that shows how you feel about the strange land.
Second day activity:
Assessment
Teacher will note the following things from observation of class :
- Familiarity with literary terms in oral discussion and group activity
- Ability of students to connect ideas from legend and myth with the two poems
- Ability of students to recognize and discuss literary devices used in poems
- Level of personal interaction with the reading and discussion
Teacher will note the following things in the writing/drawing/mime/rap assignment:
- Evidence of ability to relate the situation in the reading to personal experience
- Evidence of understanding of universality of love of one’s own home and culture
Supplemental information
- Bennett, John. “All God’s Chillen Had Wings.” The Perilous Journey. Ed. W.T. Jewkes. Harcourt Brace Jovanovich, 1973. 65-7.
- Brooks, Gwendolyn. “old laughter.” Patterns in Literature. Ed. Edmund J. Farrell et al. Scott, Foresman and Company, 1991. 268.
- Hayden, Robert. “O’ Daedalus, Fly Away Home.” Patterns in Literature. Ed. Edmund J. Farrell et.al. Scott, Foresman and Company, 1991. 232.
- “Daedalus and Icarus” Patterns in Literature. Ed. Edmund J. Farrell et.al. Scott, Foresman and Company, 1991. 232.
Comments
This lesson plan is from the collection of the Tried *n* True lesson plans from the Department of Public Instruction.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 10 — English II
- Goal 5: The learner will demonstrate understanding of selected world literature through interpretation and analysis.
- Objective 5.01: Read and analyze selected works of world literature by:
- using effective strategies for preparation, engagement, and reflection.
- building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures.
- analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.
- analyzing the importance of tone and mood.
- analyzing archetypal characters, themes, and settings in world literature.
- making comparisons and connections between historical and contemporary issues.
- understanding the importance of cultural and historical impact on literary texts.
- Objective 5.02: Demonstrate increasing comprehension and ability to respond personally to texts by:
- selecting and exploring a wide range of works which relate to an issue, author, or theme of world literature.
- documenting the reading of student-chosen works.
- Objective 5.01: Read and analyze selected works of world literature by:
