Lesson Plan: “Wingfoot Lake” by Rita Dove
Grade Level: 9th grade
Duration of Lesson: 90 minutes
Purpose:
The poem “Wingfoot Lake” by Rita Dove expresses an elderly African-American
woman’s perspective on how her concept of identity fits within an evolving context of
national African-American identity. This poem exemplifies to students one expression of
historical and contemporary racial issues. By examining this poem as a comment on
racial diversity in America, students will explore their personal interactions with larger
social-cultural concerns.
Objective:
Students will discuss “Wingfoot Lake” as an expression of cultural diversity, relevant to
issues of personal and racial identities.
Resources:
 Copy of “Wingfoot Lake” from Rita Dove’s book Thomas and Beulah.
 Dove, R. (1986). Thomas and Beulah. Pittsburgh, PA: Carnegie Mellon
University Press.
 Copy of the teacher-prepared questions for group discussions
 Whiteboard with colored markers (several different colors are ideal), or acetate
paper with colored markers.
Materials:
 Copy of poem
 Copies of questions distributed to groups
 Something to record opening lines of student-generated poems (paper and pen,
laptop, printout from Smart Board, etc)
 Biographical information on Rita Dove, to include as a handout to students
(possibly on the back of the group discussion questions), or for a “Plan B”
scenario in which class discussion lags considerably
Lesson:
I. Introduction
The day before the lesson, announce that the class will apply to poetry some of the
literary analysis techniques they have already learned. Tell them that, for this poem, the
objective is to understand the meaning of the poem and see how individual readers
respond to that meaning. Distribute the poem and ask them to read it before class.
Remind them that re-reading poetry is sometimes necessary to get a clear
understanding. Suggest that they look for how Rita Dove uses the elements of literature,
such as point of view, tone, and imagery, to communicate her meaning. Remind them
that they have mastered these skills in other forms of literature, and they will be able to
understand this poem as well.
II. Body of Lesson
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EDU 610
On the day of the lesson, write the following question on the white board: “How
does the subtitle, ‘Independence Day, 1964,’ relate to the various meanings in poem?”
When class begins, have students free write for 5 minutes on that prompt. After the
exercise, discuss the students’ responses as a class for approximately 10 minutes. Have
two volunteers record the responses to “Independence Day” and “1964” on separate
sides of the white board. This discussion will ensure that all students have a basic
understanding of the poem. It will establish the significance of the date to the speaker,
as it is the 10-year anniversary of her husband’s death. Class brainstorming on
“Independence Day” and “1964” should also relate the poem to American ideas of
freedom and historical civil rights events.
Divide the class into groups of 4-5 students. Assign students to groups to create as
much diversity—racial, ethnic, social—as possible. Determine how you will assign
students prior to class, so this does not take up much class time. Assign each group a
number so they will know which questions to answer.
Ask the groups to elect a recorder who will be able to summarize the discussion and
present the group’s conclusions to the class. Explain that each group will discuss and
respond to two questions. Tell them that they will then imagine how they would convey
their group’s discussion in an original poem. The original poem should address issues
of personal experience and diversity, as Rita Dove does in “Wingfoot Lake.” Each
group will create a title and subtitle for the poem they imagined. Emphasize that their
poems do not have to be on African-American identity or American history, but can be
about any experience their group finds relevant. Pass out the questions and remind
groups of their numbers. The instructions are also on the question sheets.
The questions are as follows:
1. a. What has been the speaker’s feelings about swimming pools? Why?
b. Have you felt similarly about a location? Where was it? Why did you feel
that way?
2. a. What is the relationship between the Goodyear symbol and the themes of
the poem?
b. With what corporations are you most familiar? What kind of cultural
influence do they have? How would you define their values?
3. a. What references to the past does Dove include? What is the speaker’s
attitude to the past?
b. What do you think you would be like if you were the speaker’s age (born in
1904)? What kinds of roles would you have filled in American society? How
are you different because you were born in the late 20th century?
4. a. What does the speaker feel about Africa? What does she feel about being
“Afro-American?”
b. What do you feel is your heritage? How is this important, or not important,
to you? How do you show it?
5. a. To what is Dove referring in the line, “a crow’s wing moved slowly
through / the white streets of government?” How does this event affect the
speaker?
b. What historical events can students your age remember? How do these
memories characterize your “generation?”
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EDU 610
6. a. Track the images of swimming and water throughout the poem. How does
this motif change? What does it mean?
b. What are some of the most striking images (from magazines, newspapers,
television, film, etc.) dealing with diversity? Are there any similarities? What
are the differences?
Give the students 20 minutes to discuss. When 10 minutes and 5 minutes are
remaining, remind them to write their poem titles. When time is up, have reporters from
each group write their titles on the board. After all titles are written, ask each reporter to
explain how their group’s discussion inspired the title. Open the floor for discussion
and invite the students to ask questions of the individual groups.
III. Conclusion
Ask students if they have any additional questions about the poem. Select 3-4
students to clarify one point made about the poem or about identity. Select another
student to summarize those points. Tell the class that these topics will become themes
of their original poems, reiterating the concept of “theme” in poetry. Give the
assignment instructions.
Assessment:
Students will choose one of titles and subtitles from the groups. It can be their
own group’s title or a title from another group. Each student will compose a poem of at
least 10 lines that would match the title he or she chooses. Students can use the report of
the topics that inspired the title, or they may decide to create a different meaning. The
poems should explore some of the themes from the lesson. These may include
 How personal experiences are shaped by culture, race, and history
 How people define their identities, and how that compares with the ways other
people see them
 What cultural heritage means and how it is expressed
 What injustices have existed in America, and what injustices currently exist
 How memories are connected to society, history, and identity
 What influences individuals today—family, media, work, corporations, etc.
Evaluation:
The lesson will be successful if students begin to have a dialogue about the issues
of race, identity, and inequality that are in “Wingfoot Lake.” As they discuss in small
groups, the teacher should walk from group to group to see that the students are engaged
in the discussion, to ensure that all voices are heard, and to diffuse potentially hostile
situations. The lesson will be successful if the students are able to connect a discussion of
a poem to a discussion of society, thus increasing their awareness that poetry is relevant.
Plan B
If students lack a basic understanding of the poem, divide the class into eight
groups of a Poetry Circle (adapted from Online Poetry Classroom):
1. Language: This group will examine the diction of the poem, examining why Dove
chose the words she used.
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2. Imagery: This group will identify images in the poem and explain their
significance.
3. Structure: This group will look at the structure of the poem, including line breaks,
stanzas, rhyme, and meter.
Illustrator: This group will sketch key scenes from the poem.
Plot: This group will explain the narrative line of the poem.
Speaker: This group will identify and explain the speaker and the tone.
Performing Troupe: This group will perform a dramatic reading or act out the
poem.
8. Interpreter: This group will identify figurative language (similes, metaphors, etc)
and explain their significance.
After small group discussions, have each group teach the class what they learned. Then,
have the class as a whole raise questions about the poem.
4.
5.
6.
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References:
 Dove, R. (1986). “Wingfoot Lake.” In Thomas and Beulah (pp. 72-73).
Pittsburgh, PA: Carnegie Mellon University Press.
 Online Poetry Classroom. (n.d.). Poetry circle method and rules. Retrieved June
25, 2003, from http://www.onlinepoetryclassroom.org
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