Author:
Teresa Carlson
Subject:
English Language Arts
Material Type:
Lesson
Level:
Middle School
Grade:
8
Tags:
  • 8th Grade
  • MSDE
  • RELA
  • License:
    Creative Commons Attribution
    Language:
    English

    Grade 8 Does Speech Matter Lesson Seed 3 Comparison TC

    Overview

    In ths lesson seed, students will compare a poem and a text about Booker T. Washington.  Students will identify the central idea and supporting evidence in each text. 

    Day 1 Task 1

    • The teacher will review the definition of theme for students.
    • Students will read the poem, Ballad of Booker T. by Langston Hughes.
    • Students will translate the poem into their own words.
    • Students will work in groups to identify the central idea(s) in the poem.
    • Students will identify at words, symbols, and phrases that help identify the central ideas.
    • Students will discuss the following questions:

    o   What words does the poet use to describe Booker T. Washington?
    o   How do the words, symbols, or phrases identify the central idea(s) in the text?
    o   What does the poet mean in the lines, “Train your head, Your heart, and your hand?”
    o   Why does the poet refer to Booker T. Washington as a practical man two times in the poem?
    o   Why does the poet repeat several words and phrases in the poem?
    o   Metaphorically, what does the “workman’s tool” represent?

    • We will read the poem, Ballad of Booker T. by Langston Hughes.
    • We will translate the poem into our own words.
    • We will work in groups to identify the central idea(s) in the poem.
    • We will identify at words, symbols, and phrases that help identify the central ideas.
    • We will discuss the following questions:

    o   What words does the poet use to describe Booker T. Washington?
    o   How do the words, symbols, or phrases identify the central idea(s) in the text?
    o   What does the poet mean in the lines, “Train your head, Your heart, and your hand?”
    o   Why does the poet refer to Booker T. Washington as a practical man two times in the poem?
    o   Why does the poet repeat several words and phrases in the poem?
    o   Metaphorically, what does the “workman’s tool” represent?

    Day 2 Task 2

    • Students will read and summarize the chapter Strenuous Days in A Boys’ Life of Booker T. Washington by W. C. Jackson.
    • Students will read the text to find quotes, words, phrases, and evidence in the chapter that helps develop the central idea(s).
    • Students will discuss the following questions:

    o   Why did Booker T. Washington believe that he was not exempt from using his hands to fulfill any job at Tuskegee Institute?
    o   How did the buildings at Tuskegee Institute mark a pivotal moment in history?
    o   How did Booker T. Washington’s views on education improve Tuskegee?
    o   What details help support the central idea in the text?

    • Students will participate in a collaborative discussion after they have read the poem and the text. Option to use a web tool as a back channel during the discussion.
    • Students will compare the poem and the text for similar ideas.
    • Students will develop a central idea for the text and the poem.

    o   Why did Booker T. Washington believe that he was not exempt from using his hands to fulfill any job at Tuskegee Institute?
    o   How did the buildings at Tuskegee Institute mark a pivotal moment in history?
    o   How did Booker T. Washington’s views on education improve Tuskegee?
    o   What details help support the central idea in the text?

    • We will participate in a collaborative discussion after we have read the poem and the text. 
    • We will compare the poem and the text for similar ideas.
    • We will develop a central idea for the text and the poem.