Thursday, February 4, 2010

Langston Hughes Lesson Plans

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When I taught middle and high school English, one of my favorite writers to introduce to students was Langston Hughes. His works are beautiful and powerful but also accessible; students are able to find meaning in his words and relate to many of the themes and ideas. In addition, his works really lend themselves to lessons on figurative language and other literary devices, as well as to interdisciplinary lessons on the Harlem Renaissance and other historical events.

In honor of Hughes's birthday (this past Monday, February 1st) and African American History Month, I'd like to share some of my favorite Langston Hughes teaching ideas. These ideas are from a variety of sources—Amsco’s excellent ELA materials, my own teaching days, and the wealth of lesson plan sites online.

Lessons on Hughes’s Poetry

1. Analyzing the Metaphors in “Dreams"
In this lesson from the NCTE’s ReadWriteThink, students identify and explore the metaphors in Hughes’s poem “Dreams” and then use new metaphors to compose their own poems. I'm a big fan of this lesson because "Dreams" is probably my favorite Hughes poems. (In a close second is “Mother to Son.") “Dreams” is great for teaching metaphors and also for read-aloud practice, since it’s short and easy to memorize and recite—and it’s quite powerful when read out loud. I still remember it from my high school days.

2. Walt Whitman to Langston Hughes: Poems for a Democracy
This lesson, from the National Endowment for the Humanities’s EdSiteMent, has students compare and contrast Walt Whitman's "I Hear America Singing" with Hughes's "Let America be America Again."

3. Exploring American Themes in Hughes’s Poetry
Amsco’s Poems: American Themes contains three poems of Hughes (“Dream Variation,” “The Negro Speaks of Rivers,” and “Too Blue”), along with study questions, writing activities, and music connections. Have students read the three poems and compare and contrast the themes and ideas in each one, in a discussion and then in writing.

4. The Poet's Voice: Langston Hughes and You
This is an EdSiteMent lesson that use Hughes’s poems to teach voice (often a challenging concept to teach).

5. A Harlem Renaissance Retrospective: Connecting Art, Music, Dance, and Poetry
This ReadWriteThink lesson has students collect, compare, and synthesize information about the Harlem Renaissance from a variety of sources.

6. Using “April Rain Song” to Explore Language
When I student-taught at Bank Street, my supervising teacher did a cool lesson where she took some of the adjectives out of Hughes’s “April Rain Song” and had students fill in the blanks with adjectives they thought would be appropriate and that reflect their own feelings about rain. This MAD-LIBS style lesson is fun and great for teaching word choice and the power of sharp, specific adjectives.

7. The Music in Poetry
This is a lesson from the Smithsonian that has students look at the blues rhythms of Hughes’s poetry and the ballad forms of poems from writers like William Wordsworth and Emily Dickinson.

8. Langston Hughes and the Blues
This lesson from The Rock and Roll Hall of Fame has students examine how the blues influenced Hughes’s poetry.

The lessons above are all about Hughes’s poetry, and yes, his poetry is amazing, but don’t forget his other works, too! Here are some ideas for teaching his short stories.

Lessons on Hughes’s Stories

1. "Crispus Attucks"
Amsco’s Currents in Literature, American Volume includes the Hughes story “Crispus Attucks: Martyr for American Independence,” about the Boston Massacre preceding the American Revolution. Students read the story and answer a variety of short- and long-answer questions to explore themes of freedom and opportunity.

2. "Thank You, M'am"
Amsco’s The Reader as Detective, Level C contains the wonderful Hughes story “Thank You M’am.” Students read the story and work as detectives to predict what will happen and to identify literary devices.

3. "Cora Unashamed"
Check out this PBS site with info on Hughes’s story “Cora Unashamed” and the Masterpiece Theater film version of the story.


Good luck and have fun!
Lauren

Tuesday, February 2, 2010

Why Groundhog?

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Who would’ve thought that we’d bank all our hopes and dreams for the end of winter on the lowly groundhog? Today, when I awoke, like a child on Christmas morning, to hear the pronouncements of shadow-seeing (or not), I wondered how this rodent became winter’s soothsayer. Why the groundhog and not a more majestic animal and why all the hubbub? I just had to know the historical background behind this modern-day event.

As often is the case with folklore and legends, I found the history of Groundhog Day to be confusing and claimed by several countries and peoples. America’s most famous groundhog event takes place in Punxsutawney, Pennsylvania, and has its roots in ancient European weather folklore where a badger or “sacred bear” emerges from hibernation to give his meteorological predictions.

The first record of our American celebration was found in a German shopkeeper’s diary in a small, Berks County, Pennsylvania town February 5, 1841. The shopkeeper writes about seeing a groundhog peep its head out, stating that if it sees no shadow, the weather is to be moderate in the near future.

The groundhog lore also can be linked to the ancient Celtic Pagan holiday of Imbolc which in Old Irish, literally means “in the belly.” It’s a celebration of ewes who are about to give birth and became a sure sign of the coming of spring to the pagan Irish.

Another story connects Groundhog Day, by date only (February 2), to the medieval Catholic holiday of Candlemas, which celebrates the feast of the presentation of Jesus. After his birth, Jesus was brought to the temple for 40 days as Mary performed the ritual of purification after having her first born. Perhaps we can attribute an additional six weeks of winter to the 40 days of the purification ritual?

In the end, I believe my blog post has only confused us. As for my own feelings, I am not a believer in “Punxsutawney Phil” who, in my opinion, always sees his shadow. I’m sure any rational person realizes when you have 40,000 people and a mass of media lights surrounding your cozy place of slumber, the likelihood of seeing your own shadow is pretty darn good. However, I’m not a total groundhog disbeliever. This year I’m a going with Staten Island Chuck, who sees an early spring and is my new local favorite!

Monday, February 1, 2010

Multiculturalism Is Good (For Music)

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Almost everyone is aware of the Spanish and Caribbean influence in contemporary American music, but many are still unaware of Brazil’s contributions. Brazil’s rich musical tradition derives from the profound interaction of cultures that started when Pedro Álvares Cabral discovered the country in 1550.

The Portuguese contributed the tonal system, various other medieval European modes, and the Moorish scales. In addition, they brought string, brass, and wind instruments. Their fondness for lyrical melancholic ballads and complex syncopated rhythms meshed well with the music culture of the Africans brought to Brazil. The Amerindian influence is comparatively less, but is still present, mainly through the use of various percussion instruments. Later on, immigrants from Asia, Europe, and the Middle East continued to add to this musical mosaic.

Brazilian popular music arrived to the United States a long time ago, long before the “British Invasion.” The older generations will certainly remember Carmen Miranda, the singer/actress famous for her elaborate headdresses. But it was really tenor-sax player Stan Getz who helped mainstream Brazilian music with his two records Jazz Samba, whose track —Desafinado— won the Grammy for Best Jazz Performance of 1963 and Getz/Gilberto, which won Grammys for Best Album and Best Single (it beat The Beatles’ A Hard Day's Night).

To me, Brazilian music has a very seductive quality that is yet hard to explain. I remember listening to it for hours as a young kid, long before I could understand the language. Is it the combination of language and melodies, moodiness and rhythm? Listen to this song and maybe you’ll understand what I mean.

Friday, January 29, 2010

Digital Tools in the Classroom

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An increasing number of educators, especially in World Languages, are using interactive communication technologies to bring language and culture into the lives of their students. Some of the most popular tools used are Skype, blogs, and wikis.

As I’m sure you all know, Skype is software that can be used to make video and voice calls, as well as share files and messages with other Skype users. It is perfect for creating opportunities for students to interact in the target language directly with native speakers, and also for helping students gain a better understanding of different cultures. This tool has the benefit of providing real-time conversation with someone far away. It is an ideal way to help students develop oral skills.

Blogs are Web sites with entries that include commentaries, descriptions, stories, or videos, but unlike Skype, blogs are asynchronous communication methods. Blogging is a great way to connect with other classes when there are time difference issues, for instance. Blogs are perfect for hosting discussions among students. They allow students to practice written skills. Some interesting blog-hosting sites, developed more specifically for classroom use, are Edublogs and Classblogmeister.

Wikis are Web sites that allow the creation and editing of interlinked Web pages and other content. Wikis are often used to create collaborative content for specific communities. They can be appealing and fun for students to use, and are ideal for encouraging participation, collaboration, and interaction. For example, teachers can have students edit each others’ work for spelling, grammar, and facts based on a style guide or rules they’ve defined. Instructors can have students create a glossary of words they use and learn about in new units, adding definitions and images in the wiki. The possibilities are endless. Creating a wiki is free for educators at several sites. Check out Wikispaces and Wikispot.

Have you tried any of these tools in your classroom? Would you recommend other digital tools? Leave a comment!

Wednesday, January 27, 2010

How to Fund Your School Project

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Ever have an amazing idea that you know will get your students motivated, but your school doesn't have the resources? Then DonorsChoose.org can help. DonorsChoose.org is an online charity that connects classrooms with teachers. As a teacher, you can post projects for which you are seeking funding. Sample projects include:


As a Web site visitor, you can donate money to whatever project interests you. Donate as much or as little as you want.

DonorsChoose.org keeps things honest by buying the materials for the teacher and shipping them to the principal. The Web site is also a Better Business Bureau accredited charity.

Monday, January 25, 2010

A Science Lover Receives Unusual Gifts

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Most people I know appreciate the fact that I love science. This has resulted in them giving me some rather unusual presents. Over the years, I have been happy to receive assorted rocks from other areas of the United States and from other countries. For example, I got a beautiful amethyst geode that my son’s friend collected when she lived in Brazil. My son, Don, has given me not one, but two fossil fish from Colorado. We call them mother fish and baby fish. I’ve mentioned the plethora of dinosaurs that I have gotten through the years, some of which have been featured in earlier posts. For Christmas this year, my dear friends Steve and Julie gave me a charm bracelet that featured assorted dinosaurs, a mammoth, and a telescope, just like the one in my dining room.


However, the most unusual present I have ever received is a laminated Radioactive Materials List (below) published by the NCTC. Have no fear, this is unclassified information. The chart lists household items, equipment, common building materials, food, industrial processes, ceramics and glass, and rocks and minerals that contain at least trace amounts of radioactive elements. Some of the foods that contain radioactive elements are Brazil nuts, coffee, and bulk tobacco (potassium-40 and radium-226). This should not be surprising because plants need potassium for growth. They will absorb whatever is in the soil, and soil is made from rocks. Life science teachers may find this interesting to share with their classes.


Most substances listed do not contain “weapons usable materials.” The exceptions are smoke detectors, which contain a tiny amount of plutonium-239, and neutron detection instruments, which contain neptunium-237.

I was not surprised to read that many rocks and minerals contain radioactive elements. A Geiger counter will react to granite because granite has traces of several radioactive elements. According to the chart, the most common radioactive elements found in rocks and minerals are potassium-40, radium-226, thorium-232, and uranium-238, which cannot be used to make nuclear weapons. Earth science teachers may find that their students are interested in this information. I keep my chart on my desk where I can reach it quickly.