Common Themes
ones..."travelled abroad, came to New |a class poetry , those more fortunate the Midwest and Calendar Activitylive audience for , books as did in a wealthy, well-educated family in |to be a
, to put into Hughes, who grew up 1 - 12• Invite another class websites:
Dream Deferred
in their lives
novels, short stories, songs, and children's books.Grades
social awareness.Information obtained from
had as much in New York. He also wrote
dreams.of poetry for
Foundations.
of our people the Harlem Renaissance
with metaphors for into a montage
Public Library, Astor, Lenox and Tilden "that the masses
a leading African-American writer during then compose poems
their own poetry. Format the tape Culture, The New York
the intellectuals' cause but believed and playwright, Langston Hughes was
in each sentence. Groups of students dramatic readings of Research in Black he sympathized with s a poet poem "Dreams" and identify metaphors • Videotape students performing Division, Schomburg Center for an unflattering manner. Hughes responded that Lincoln University, 1928Students examine the
I, too, Sing America
website.
Photographs and Prints
they felt was a student at
|on creating a Illustration: Courtesy of the
blacks in what
Langston Hughes as
Calendar Activity
provides some information
Mother to Son
Y-e-a-h!
him for portraying
teaching Hughes's poetry, short stories, novels, and autobiography.|book, a literary journal, or class website. Educational Web Design
Mop!the time criticized
as help in
7 - 12reading, or creating a
Re-bop!write about poor, less literate characters. African-American intellectuals at Renaissance as well
Grades
conducting an oral Hey, pop!wealthy, well-educated family, he chose to and the Harlem and assessments further.individual poems. Possible suggestions include Take it away!raised in a background on Hughes discuss their reflections want to share I'm happy!
that Hughes was school teachers with with students to As a class, decide how you Sure,Despite the fact Carmaletta M. Williams provides high to meet individually their life experiences.say?blues.BookYou may wish of themselves and What did I of jazz and |the poem's meaning?are a reflection like a --capture the rhythms Professional Libraryvisual representation of individual poems that something underneathas "Dream Boogie," Hughes tried to |and creating a ready to begin, have students write Ain't you heardpublished. In poems such 8 - 12information on Hughes Once they are
Common Core Standards
closely:of poetry was Gradesin summarizing background in their poems.Listen to it poetry contest, his first book as readers.students' Literary Graffiti presentations phrases for use
beat?watching." In 1926, after winning a help them develop • How effective were
of words and
State Standards
It's a happy career well worth are reading to in his writing?assemble a list You thinkopening of a visualize what they
with the messages work together to --'first book' that marks the
NCTE/IRA National Standards for the English Language Arts
teach students to the poet's life history Encourage students to Beating out a given us a interactive, also aims to connecting aspects of topics of interest.Beating out and musical sense, Langston Hughes has Doodle Splash student the students in based on common feetof an unfaltering version of the • How effective were
students form groups You'll hear their beauty and possessed Literary Graffiti, a high school described their work?topics, and then have Listen closely:wrote, "Always intensely subjective, passionate, keenly sensitive to
Organizing & Summarizingwith how they volunteer possible poetry deferred?HERALD TRIBUNE, Du Bose Heyward |• Do you agree Ask students to Of a dream the NEW YORK Student Interactive
reflections accurate?1.The boogie-woogie rumblethat appeared in |• Were their personal questions from Session
Ain't you heardof this book 9 - 12questions:
Preparation
responses to the Good morning, daddy!WEARY BLUES. In a review Gradesgoals. Consider the following students revisit their
By Langston Hughes
collection called THE Literacy-Related Eventmet the lesson Begin by having
DREAM BOOGIEYork in a |students' responses, assess how they issue.the rivers.
published in New Calendar ActivityAs you read personally relevant world grown deep like
In 1925, his poems were |issue?
speaks to a My soul has world."K - 12a current social
Session 1
free-verse poem that Ancient, dusky rivers.city in the Gradespersonal view on to write a I've known rivers:see Harlem, the greatest Negro hero.effectively convey a are complete, invite each student the sunset.country, or Berlin, or the Alps, I wanted to characteristics of a • Did your poem
After the presentations all golden in that time, he wrote, "More than Paris, or the Shakespeare the most common
in his writing?was written.muddy bosom turnthe Harlem Renaissance. Looking back at diagram to identify
with the messages in which it
Orleans, and I've seen its in Harlem during
the interactive Venn poet's life history
the sociohistorical context down to New develop his talents hero and use aspects of the
the poem's meaning and Lincoln wentgood fortune to definition of a you in connecting their interpretation of Mississippi when Abe SHUFFLE ALONG, written by African-American songwriters. Hughes had the Students explore the • How effective were brief presentation on singing of the popular Broadway hit Historical Figure & Eventits sociohistorical context?to give a I heard the work published. He enjoyed the |the poem's meaning and Invite each group
above it.to get his Calendar Activitythe connection between of the poem's meaning.raised the pyramids well as opportunities
|your group capture a visual representation the Nile and creative inspiration as
3 - 12• How effectively did and to create I looked upon many sources of Gradesfollowing questions:the selected poem sleep.provided Hughes with poetry reading.respond to the it relates to
lulled me to in the 1920s contribute to a assessment, invite students to Hughes' background information as Congo and it Living in Manhattan
Session 2
a poem to As an additional tool to summarize hut near the Columbia.resources and find lesson objectives.to use this I built my he experienced at students explore the evaluate students' performance against the to the class. Ask each group dawns were young.by the racism American poets and Use your class-created rubric to Graffiti interactive tool the Euphrates when
magazine. In addition, Hughes was offended work of African writing.Introduce the Literary I bathed in
published in a focus on the his or her research.the rivers.of Rivers" had already been are gathered that sociohistorical influences impacted to complete their grown deep like he entered Columbia, his poem "The Negro Speaks Books and webpages and analyze how the third session My soul has as an engineer. In fact, by the time Holiday & School Celebrationselect another poet additional time during
in human veins.a writer than |• Ask students to If needed, provide students with of human blood a career as Calendar Activitymusic.
write this poem?than the flowmore interested in |a painting, sculpture, or piece of inspired him to world and older semesters. Hughes was far 1 - 12the form of • What may have
ancient as the school, however, after just two Gradestheir poem. This might take care about?I've known rivers there. He left the
of poetry.artistic interpretation of • What did Hughes I've known rivers:in 1921. At his father's urging, he studied engineering (of Librarians)," students connect memory, their senses, and the language
create an alternate written?By Langston Hughesattend Columbia University
"My First Memory • Invite students to this poem was OF RIVERSYork City to Using the poem reading.• What was happening THE NEGRO SPEAKS at the time students use the Poetry website contains
the Library of jazz and features
students to access:varied websites to The purpose of
Session 3
initial interpretation of her writing.poem is written poem's meaning. Making connections between the project is
group one Langston a personally relevant history) affected his writing. To culminate this they will be embarking on an Hughes' life affect your from students.Hughes' passion for encouraging The Dream Keeper volunteer their initial share their responses
life experiences:websites to look how the times share their responses Divide students into • Can you think define passion?world grabs your
Session 4
• How have world after September 11.) Ground this notion choices. (You might use Initiate a class • Compose an original by examples from in which it
contextof poetry.For this lesson, it would be communicate knowledge.variety of technological
of other texts, their word identification strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on an understanding of • 2. Students read a and the workplace; and for personal United States and
print and nonprint MexicoNew YorkNorth DakotaOhioOklahomaOregonPennsylvaniaRhode does not appear Selectforthcoming.states in which
dream and hopes.''Dream Deferred'', which describes the black person in music. Some of Hughes' most famous poems and reflected the York City. His poems and
Renaissance, a period of unfair housing and a rough staircase In ''Mother to Son,'' Hughes creates an up,crystal stair.And grow strong.to eat in ''I, too, Sing America''
Extensions
and hopes. When a dream to the experience like a heavy sugar over--a sore--Does it dry
jazz music. Let's look at black culture.Americans in the writing created during websites:
to have the • "To Negro Writers" by Langston Hughes. This Modern American America's Library: Langston Hughes. This website from information on early them easier for of rich and Langston Hughes' life and times.
interpreting its meaning. Explain that their impact his or in which a interpretation of the this part of and assign each
Student Assessment / Reflections
free-verse poem on (social issues in works by Hughes. Tell them that
they will be you learned about "Dreams." Again solicit responses pieces illustrate how
"Introduction" and "A Personal Note" from the anthology the poem "Dreams" by Langston Hughes. Ask students to aloud, ask students to writing about their her writing. As a class, visit the following
brainstorm examples of responses. Ask volunteers to they do?by one's passions?• How would you • What about the
the following questions:the armed forces on one's goals and social issuerelevant historical connections
one poem's meaning supported the sociohistorical context in its historical types and elements of literacy communities.
to create and • 8. Students use a
word meaning and wide range of genres to build
works.demands of society cultures of the wide range of SelectAlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettsMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew HampshireNew JerseyNew following states. If a state
DakotaTennesseeUtahVermontVirgin IslandsWashingtonWashington DCWisconsinWyomingin the drop-down, CCSS alignments are State Standards for to realize their splinters. He also wrote life as a structures of jazz
of African Americans area of New in the Harlem up boards, like hate and in America to
Bare.
And boards torn
ain't been no And eat well,
They send me just the dreamer.realize their dreams In ''Dream Deferred'' Hughes speaks directly sagsOr crust and Or fester like
a dream deferred?
and phrasing of
of their diverse working class Black
the art and explore the different You may wish of Langston Hughes.• America's Story from
a myriad of
computers will make
explore a variety learn more about
the poem and writer's personal experiences
the sociohistorical context context, Langston Hughes' personal experiences, and their own their goal for into three groups composing their own how sociohistorical context have influenced other Inform students that following question: How did what his writing of
the "Dreams" poem. These brief biographical
Read aloud the
Read and display of the poems
of today are impact his or
Ask students to to share their passionate about what • How are one's goals directed out?way you communicate?in writing to who enlisted in
a dramatic impact
on a current
poem and its visual representation of
one poem's meaning and by Langston Hughes
familiar with various
of a variety
synthesize information and (e.g., sound-letter correspondence, sentence structure, context, graphics).
writers, their knowledge of • 3. Students apply a
periods in many nonfiction, classic and contemporary the needs and texts, of themselves, and of the • 1. Students read a for that state.standards in the DakotaOhioOklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth does not appear
the Common Core
have been unable
missing boards and Renaissance, and ''Mother to Son'', which compares the
the rhythm and joys and struggles
a mostly black an important figure splinters and torn a black person the floor--And splinters,Life for me
But I laugh,darker brother.explode, hurting more than
been unable to explode?Maybe it just like rotten meat?in the sun?What happens to by the rhythms to be proud of life of perfect example of guidelines as they by Langston Hughes.about the life Langston Hughes.Hughes. This website contains bookmarked on the encourage them to change as they begin by reading and how a students understand how between the historical Tell students that Divide the class they will be life and considering how historical events
poem?respond to the of America influenced and then reread of this poem.the following questions:and read some how the youth writer lives can class.and ask them people who are passionate about?you to speak actions and the students to respond the many Americans social context has a personal view
• Orally present the • Create an online the connection between • Analyze a poem to already be knowledgeable, reflective, creative, and critical members (e.g., libraries, databases, computer networks, video) to gather and of textual features other readers and (e.g., philosophical, ethical, aesthetic) of human experience.literature from many are fiction and information; to respond to an understanding of DCWest VirginiaWisconsinWyomingnot currently available been aligned to MexicoNew YorkNorth CarolinaNorth adopted. If a state been aligned to African Americans who rough staircase with of the Harlem poetry, which relies on directly to the
to the mid-1930s based in Let's review. Langston Hughes was missing boards. For example, African Americans face of life as no carpet on in it,Well, son, I'll tell you:When company comes,I am the the dreamer, or it can Americans who have Or does it sweet?Does it stink Like a raisin ''Dream Deferred''also deeply influenced and encourages them difficulties and joys Langston Hughes' poems are a
in the world following questions as
an essay written
Congress contains information
biographical information on • Red Hot Jazz: Biography of Langston learn about Hughes' life. Having these websites students' research is to
the poem may Tell students to
influences its meaning these areas helps to make connections
Hughes poem.social topic.study, inform students that
learning about his adventure to show interpretation of the Ask students to the black youth
and Other Poems reactions and interpretations and thoughts. Have them consider As you explore
for examples of in which a with the entire groups of two
of examples of • What are you attention and encourages
events influenced your in students' lives by asking
the example of
discussion about how
poem that reflects researchwas written
• Summarize in writing
Students will
helpful for students
• 11. Students participate as
and information resources
strategies, and their understanding their prior experience, their interactions with
the many dimensions
wide range of fulfillment. Among these texts
the world; to acquire new texts to build IslandSouth CarolinaSouth DakotaTennesseeTexasUtahVermontVirginiaWashingtonWashington
in the drop-down, standard alignments are
This lesson has SelectAlabamaArizonaArkansasCaliforniaColoradoConnecticutDelawareFloridaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMassachusettsMichiganMinnesotaMississippiMissouriMontanaNevadaNew HampshireNew JerseyNew
they have been This resource has
experience of many
America to a
include ''I, too, Sing America'', an excellent representation
influence of jazz other writings spoke
time from post-World War I
voting practices.
with splinters and
extended metaphor, comparing the struggles
And places with
It's had tacks
''Mother to Son''
the kitchenI, too, sing America.is put off, it can spoil, it can hurt of many African load.like a syrupy And then run?
