Author:
MSDE Admin, Laura Knapp, Kathleen Maher-Baker
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Middle School
Grade:
8
Tags:
8th Grade, MSDE, RELA
License:
Creative Commons Attribution-NonCommercial 3.0 United States
Language:
English

Education Standards (27)

Grade 8 Does Speech Matter Lesson Seed 3 Comparison

Lesson 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. 

Task 1: 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?

Task 2: 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?

  • W wiell 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.