Learning Experience Plan

Subject: English Language Grade level: 9th grade

Unit: Poetry Length of LEP (days/periods/minutes): 1 period

Topic: Langston Hughes's Poem

Standards:
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL.9-10.7
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) Poem sheet with annotations
Students will: Short reflection
T-R-I Summary Frame Worksheet
review the historical context of Homework on Langston Hughes's poem
Langston Hughes's poem "Harlem".
construct a summary on the given
piece of text.
identify important details and
information in the poem.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
The students who seem to not Allow students to make After students finish with their
able to understand the decision toward what to own work, allow them to go
assignment can all sit in group include in their final summary. around the class and help their
and the teacher will be They can include information peers with independent
guiding them to work on the from the poem, or even with activities. When the teacher
summary frame. The whole historical background that decides to walk around to look at
group will construct the final were taught in class. If the work of other students, these
summary together. For the students choose to, they can particular students can help
ELL students, they can pair up also join the group with substitute the leading position in
with other students to read the approaching students so that the approaching students group
given texts together. They will they can have some more to help their peers.
also receive extra support assistance from the teacher,

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from the teacher who will be as well as, assisting their
walking around the classroom approaching peers in the
to make sure all students are group at the same time.
on task. However, if they choose to, it
is encouraged for them to
form their own summary
instead of the one constructed
with the group.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Students will be asked to read the poem "Harlem" written by Langston Hughes. The poem touches
upon historical events/ issues such as post World War II, the American Dream, and the struggle of
African Americans. While students are studying the context and the meaning of the poem, they will
be able to use prior knowledge from their Social Studies class to help understand the text at a
deeper level.
Materials Procedures/Strategies

Poem: Day 1 (add additional days as needed)

"Harlem"
Sponge Activity (activity that will be done as students enter the room to get
with note
them into the mindset of the concept to be learned)
taking tips
White Board
Write the full poem on the board.
Markers
Students will be asked to read and annotate independently on the given
Extra pens/
poem worksheet.
pencils "For the first few minutes of class, please work independently on
T-R-I
the worksheet on your table. Read the poem carefully and follow
worksheet
the annotation tips on the bottom of the sheet."
Have students read out loud the poem on the worksheet. This is to help
students practice literary skill of reading.
Ask a few students to come up to the white board and share some of the
annotations that they did.

Anticipatory Set (focus question/s that will be used to get students thinking
about the days lesson)

Write down the question on the board: What is Langston Hughes's

"Harlem" about?
Ask students to keep the questions in mind throughout the lesson.

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 Activating Prior Knowledge (what information will be shared with/among
students to connect to prior knowledge/experience)

Ask a few students to share some prior knowledge on African

Americans' struggles in reaching the American Dream. This lesson is
purposed to pair up with the period when post World War II is taught in
the students' Social Studies class.

Direct Instruction (input, modeling, check for understanding)

Input:

Give students some background information on the poem. For example,

the poet is African American who wrote the poem in 1951. Also, give
historical background on what is segregation like during the 1950s.

Model:

Identify with students some imageries, similes, symbolisms that were

used in the poem.
Example:
Imagery: Raisin drying up under the sun
o Dreams and hope being compared to the raisin
(symbolism), dries up because no longer have
value and meaning.
Simile: "Stink like rotten meat"
o Dreams being compared to meat (symbolism),
rotten and stunk, no longer desired and wanted.
Students are expected to pay close attention to the lesson and
understand the poem on a more in-depth level. Students are also
expected to take notes on the poem along with their annotations.

Check for Understanding:

Ask students to write a 2 minutes reflection on the taught material as a

practice for the literary skill of writing. Have them answer the question,
"Why did you think Langston Hughes wrote this poem?"
Ask them to support their answers with what they have learned in class
so far.
Walk around the classroom to make sure that all students understand

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 the question.

Guided Practice (how students will demonstrate their grasp of new learning)

A worksheet will be handed out to the students. The worksheet will

follow the T-R-I Summary Frame and students will use the pattern frame
to help them organize their understanding of the poem. The worksheet
contains 3 questions:
What is the poem about in general?
What information does the poet give to narrow the general topic
of the poem?
What examples did the poet present to illustrate the more
specific topic of the poem?
An example of the frame will be provided; students may also raise their
hands to ask questions while the teacher walks around the class.
Students will work independently on a worksheet to help them construct
a summary of the poem. After students finish the worksheet, they will be
asked to write a short summary (1-3 sentences) on the poem.
A few students will then be picked by the teacher to share their summary
of the poem to the class.

Independent Practice (what students will do to reinforce learning of the lesson)

For homework, ask student to search up another poem written by

Langston Hughes that focuses on similar topics as in "Harlem." Students
must annotate the poem following the same tips given under the
"Harlem" Worksheet.
Ask students if they have any question and make sure the class
understands the assignment. Make it clear the instructor will be available
to answer any question through email.

Closure (action/statement by teacher designed to bring lesson presentation to

an appropriate close)

Conclude with: "Today we examined how to dissect Langston Hughes's

poem "Harlem". Tomorrow, we will focus on comparing another
Langston Hughes's poem to the text we've read today. Re-read "Harlem"

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 if necessary in preparation for the next class."
Tell students that everything they did today will be collected.
Thank students for their effort and dismiss the class.
References: Marzano's High Yield Strategie

Circle words/vocabularies that you don't know

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Underline words/ phrases/ lines that are important

Put a "?" next to things that you don't understand

You will be asked to share some of your annotations, so make sure you are
able to explain with evidence from the text.

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Summary:

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