Lesson 4
leadbelly: From Background to Biography
Duration: 50 minutes
Essential Questions: What is a biography in poems? What background information can help us
appreciate reading one?
Objectives: Students will
 review research skills relevant to an assignment
 discuss the use of music references in poetry
Rationale: The only full book of biographical poems that students will read for this unit is
Tyehimba Jess’s leadbelly (chosen for the variety and richness of its poetic techniques, and
because there should be at least one biography-in-poems read in full). This lesson will
demonstrate the importance of background knowledge in understanding literature, particularly
documentary poetry.
Materials: printouts of Wikipedia’s page on Huddie “Lead Belly” Ledbetter
Tyehimba Jess’s book leadbelly
Lead Belly CD
laptop, projection screen, & sound system
Procedure:
0. Students will come to class having begun to read the book leadbelly, including the poem
“leadbelly sings to his #1 crew.”
1. Background Knowledge (25 minutes)
a. Quickwrite on knowledge students felt they lacked or wanted when they read the first
few poems in the book, and how they dealt with this (independent research? making
sense through context clues?)
b. Volunteers share quickwrites with the whole class.
c. Instructor distributes printouts of the Wikipedia page on Lead Belly and tells students
to read through the page, underlining or highlighting any information that answered the
questions they had.
d. Instructor demonstrates using Wikipedia as research launching pad, using the
“References,” “Sources,” and “External Links” sections to hunt for answers to any
remaining student questions. Students are prompted to recall research tips from prior
library instruction session. Links to relevant library resources are posted on the course
wiki.
2. Using Music in Poems (20 minutes)
a. Instructor plays “Pick a Bale of Cotton” (whose lyrics form part of the poem “leadbelly
sings to his #1 crew”) as recorded by Lead Belly while students do “jump-in reading” of
the other parts of the poem.
b. In small groups, students discuss the effect of hearing the music in the background as
the rest of the poem was read (vs. the experience of reading the poem silently to
themselves), and list other additional effects Jess was attempting to produce by
incorporating lyrics into the poem.
3. Homework: Plan a Biography in Poems (5 minutes)
Instructor hands out and explains essay assignment (see Artifacts). Each student must
choose a biography subject by the next class session. Students will finish reading the
book leadbelly by the class session after next (lesson 6).
Source Material:
Jess, Tyehimba. leadbelly. Amherst, MA: Verse, 2005.
Leadbelly. “Pick a Bale of Cotton.” Lead Belly. Smithsonian Folkways Recordings, 2015.
Compact disc.
Wikipedia contributors. “Lead Belly.” Wikipedia, The Free Encyclopedia. 25 Jun. 2015. Web. 7
Jul. 2015. <http://en.wikipedia.org/wiki/Lead_Belly>
Lesson 4 Artifacts: Essay Assignment, Grading Rubric, and Link to Library Resource
Biography-in-Poems Proposal (4 pages):
If you were to write a biography in poems, who would you choose to write about? What about
this person’s life do you feel would lend itself to poetic portrayal? What research have you done
on this person, and how would you proceed with further research if you were actually writing
this book? What are some poetic devices or forms you might use? What are some challenges you
might run into, and how would you go about solving them?
This essay will require you to do some research into your chosen person (consult at least three
sources) and employ the poetic terms we have discussed in class. For comparison or example,
you should cite at least three of the poems we have studied as a class (though you may cite
more). If you choose, you may use some of your four-page essay space to write one example
poem belonging to the biographical project you describe, but this is not required.
The FIRST DRAFT of this essay is due on the course wiki by class time one week from today.
COMMENTS on your classmates’ drafts are due on the course wiki by the class after the first
draft is due. (Commenting guidelines will be distributed one week from today.)
The FINAL DRAFT of this essay is due on the course wiki by class time two weeks from today.
On that day, you will make a short PRESENTATION (2-3 minutes) to the class. You can use a
visual aid, like PowerPoint or Google Slides, but this is not required. Summarize the content of
your essay, and talk about the process of writing it. Did you incorporate classmates’ suggestions
for revising it? Why or why not?
Grading:
Peer workshop participation: 20 points
You give and gracefully receive substantial constructive feedback, both on course wiki
(15 points) and in-class discussion session (5 points).
Final draft: 70 points
Clarity and organization of writing: 20 points
Depth of research: 20 points
Knowledge and application of poetic techniques: 20 points
Mechanics (grammar, spelling, citation format): 10 points
Presentation: 10 points
You are prepared for your presentation—you know what you are going to say or do and
are not just flipping through your paper reading passages at random (5 points). The
presentation is engaging and well-organized (5 points).
Link to Library Resource:
http://umb.libguides.com/archival
Healey Library eResources List on Archival Research