8th Grade Lesson Plan for Langston Hughes and his poems,
“The Negro Speaks of Rivers”, and “Ballad of Booker T”
Subject: Language Arts
Duration: 1-2 weeks
Rationale: Students will reflect upon their prior knowledge about poetry and Langston
Hughes. Students will think about the time period when Langston Hughes was
completing his works, and provide interpretations of the poems “The Negro Speaks of
Rivers”, and “Ballad of Booker T”. The primary goal for students will be to explore the
interpretations and meanings of Langston Hughes’ poems, and understand the themes and
messages the author wanted his audience to be aware of.
Objectives: (Aligned with the Illinois Professional Teaching Standards (IPTS))
1 Content Knowledge: The teacher understands the central concepts, methods of
inquiry, and structures of the discipline(s) and creates learning experiences that make the
content meaningful to all students.
Knowledge Indicators:
1A. Understands major concepts, assumptions, debates, principles, and
theories that are central to the discipline.
1B. Understands the process of inquiry central to the discipline.
1C. Understands how students’ conceptual frameworks and their misconceptions
for an area of knowledge can influence their learning.
1E. Understands how a student’s disability affects processes of inquiry and
influences patterns of learning.
Performance Indicators:
1H. Engages students in generating and testing knowledge according to the
process of inquiry and standards of evidence of the discipline.
1I. Designs learning experiences to promote student skills in the use
of technologies appropriate to the discipline.
1K. Uses a variety of explanations and multiple representations of concepts
that capture key ideas to help students develop conceptual understanding.
1M. Designs learning experiences and utilizes adaptive devices/technology
to provide access to general curricular content to individuals with disabilities.
2 Human Development and Learning: The teacher understands how individuals grow,
develop and learn and provides learning opportunities that support the intellectual, social,
and personal development of all students.
Knowledge Indicators:
2A. Understands how students construct knowledge, acquire skills, and develop
habits of mind.
2D. Understands that differences in approaches to learning and performance
interact with development.
2F. Knows the impact of cognitive, emotional, physical, and sensory disabilities
on learning and communication processes.
Performance Indicators:
2G. Analyzes individual and group performance in order to design instruction
that meets learners’ current needs in the cognitive, social, emotional, ethical,
and physical domains at the appropriate level of development.
2H. Stimulates student reflection on prior knowledge and links new ideas to
already familiar ideas and experiences.
2I. Introduces concepts and principles at different levels of complexity so that
they are meaningful to students at varying levels of development and to students
at varying levels of development and to students with diverse learning needs.
4 Planning for Instruction: The teacher understands instructional planning and designs
instruction based upon knowledge of the discipline, students, the community, and
curriculum goals.
Knowledge Indicators:
4A. Understands the Illinois Academic Standards, curriculum development,
content, learning theory, and student development and knows how to incorporate
this knowledge in planning instruction.
4E. Understands how to integrate technology into classroom instruction.
4H. Understands the uses of technology to address student needs.
Performance Indictors:
4I. Establishes expectations for student learning.
4Q. Uses teaching resources and materials which have been evaluated for
accuracy and usefulness.
4R. Accesses and uses a wide range of information and instructional technologies
to enhance student learning.
6 Instructional Delivery: The teacher understands and uses a variety of instructional
strategies to encourage students’ development of critical thinking, problem solving, and
performance skills.
Knowledge Indictor:
6A. Understands the cognitive processes associated with various kinds of
learning and how these processes can be stimulated.
6C. Knows how to enhance learning through the use of a wide variety of
materials as well as human and technological resources.
Performance Indictors:
6F. Evaluates how to achieve learning goals, choosing alternative teaching
strategies and materials to achieve different instructional purposes and to meet
student needs.
6I. Varies his or her role in the instructional process as instructor, facilitator,
coach, or audience in relation the content and purposes of instruction and
the needs of students.
6K. Uses a wide range of instructional technologies to enhance student learning.
Materials
-T.V. with DVD/VCR
-Documentary on life and works of Langston Hughes
-Computers/Lab with Internet access
-Four Poster Boards
-Markers, Crayons, Scissors, Glue, Multicolored construction paper, Etc.
-Handouts of “The Negro Speaks of Rivers” and “Ballad of Booker T” by Langston
Hughes
-CD Player
-Audio of “The Negro Speaks of Rivers” and “Ballad of Booker T” by Langston Hughes
-Handout reviewing Poetry and the elements of poetry
Procedure
A. Anticipatory Set
Show power point presentation on Langston Hughes. Ask students about any poems
Langston Hughes wrote, or works they can recall.
B. Activities
1. Students will watch documentary on Langston Hughes, take notes, and engage in
whole class discussion by responding to the DVD about Langston Hughes.
Students will also receive handout on poetry, and discuss the role of poetry in
language arts, and the meanings and interpretations behind various poems.
2. Students will then receive a copy of “The Negro Speaks of Rivers” and “Ballad of
Booker T” by Langston Hughes, read poem silently, aloud, and follow along with
the audio of the poems. Students will need to take notes and write down possible
themes presented in the works. They will also note their own interpretations of
the poem.
3. Teacher and students will discuss the relevant themes found within the works by
Langston Hughes, and how his life may have contributed to the intended
meanings behind the poems.
4. Students will then be broken up into four groups of four, and will be instructed to
create their own interpretation of “The Negro Speaks of Rivers” and “Ballad of
Booker T” by Langston Hughes.
5. Teacher will demonstrate to students how to access the web page on Langston
Hughes and his two poems. Teacher will further demonstrate to students how to
gather information that will aid in their understanding of the themes, meanings,
and interpretations of “The Negro Speaks of Rivers” and “Ballad of Booker T” by
Langston Hughes.
6. Students will then utilize the computers on their own to access the web page on
Langston Hughes and the poems “The Negro Speaks of Rivers” and “Ballad of
Booker T”. Students will use the web page to attain information about these
works as well as links to information on Hughes.
7. Students will combine their notes, Internet research, and group discussion work,
and create a web displaying their various interpretations of the poems. Students
will use markers, and/or other materials to create their interpretations on the
poster board.
8. Groups will do a five-minute presentation on their interpretations to the class, and
explain the themes and messages they utilized when creating their poster.
C. Closure
Students will their group work on the project, and how their participation impacted their
thinking about Langston Hughes, and his writings. Students will also think about and
discuss the message Hughes wanted his readers to get when reading and interpreting his
poems, “The Negro Speaks of Rivers”, and “Ballad of Booker T”.
Assessment
Students will be evaluated through observing classroom participation, group work
participation, and group presentations. Students will also be evaluated on their abilities
to access the web page on Langston Hughes. Students’ posters will also be displayed
upon evaluation.