Ballad of Booker T. by Langston Hughes
A Boys’ Life of Booker T. Washington by W.C. Jackson
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.
- We will read and summarize the chapter Strenuous Days in A Boys’ Life of Booker T. Washington by W. C. Jackson.
- W wille read the text to find quotes, words, phrases, and evidence in the chapter that helps develop the central idea(s).
- We 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?
- 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.