- ELAGSE11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Georgia
- ELAGSE11-12RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare as well as one play by an American dramatist.) Georgia ELA
- ELAGSE11-12RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Georgia ELA
Students will look for literary devices in two poems and analyze why the authors chose to use them.
I have a handout for everyone with a whole bunch of literary devices on them. Take about five minutes, choose 3 literary devices from the list, and come up with an example of each. Then we’ll go around the room and everyone will share one of the examples they came up with. If all yours get taken, come up with another before we get to you!
Today we’re reading two poems, “I Hear America Singing” https://www.poets.org/poetsorg/poem/i-hear-america-singing by Walt Whitman and “I, Too” https://www.poets.org/poetsorg/poem/i-too by Langston Hughes.
First, I want to look at literary devices in these. Find as many as you can and we’ll share them as a class. More important than finding the devices, consider WHY you think Whitman and Hughes chose to use them.
After we read each poem, I want to discuss who each author was. If you’re reading from home, check out these articles:
I want to take a few minutes to discuss these two authors and their wildly different perspectives. Why does each author have his specific point of view?
To close the week, let’s relate these two poems and their authors back to the American Dream. We’ll have a short discussion about how each poem relates to this idea of whether or not the American Dream is alive and achievable, and then I’d like everyone to write a short paragraph summarizing your point of view.
Formative (discussions, paragraphs)
Process (scaffolding, learning style)