Page 84 - ELA_CA_HighSchool_Sampler_Flipbook

Second Read
• Reread the poem to answer these text-dependent questions.
• Write any additional questions you have about the text in your Reader/ Writer Notebook.
1. Key Idea and Details: What attitude toward work is conveyed in poem? How does the word choice and imagery help you know this?
Work is joyful and represents pride. Whitman characterizes all the workers as “singing” their work. Workers and their work or songs are described as “blithe and strong” and “delicious.” RL.11–12.1
2. Craft and Structure: What effect does the word robust (line 10) have on the tone of the poem?
It reinforces the poem’s happy, confident tone. It, like its synonym strong, which is used twice in the poem, suggests the speaker’s pride in the workers’ strength of character and work ethic. RL.11–12.4
Poetry
I, Too, Sing America by Langston Hughes
I, too, sing America.
I am the darker brother.
They send me to eat in the kitchen
When company comes,
5 But I laugh,
And eat well, And grow strong. Tomorrow,
I’ll be at the table
10 When company comes. Nobody’ll dare
Say to me,
“Eat in the kitchen,” Then.
15 Besides,
They’ll see how beautiful I am And be ashamed—
I, too, am America.
My Notes
LEARNING STRATEGIES:
Close Reading, Marking the Text
ABOUT THE AUTHOR
Langston Hughes (1902–1967) wrote numerous works of prose, poetry, and drama. Fascinated with jazz rhythms and lyrics of blues music, Hughes became a major figure in the Harlem Renaissance. His first book of poetry, The Weary Blues, was published in 1926. His works capture and celebrate the culture of black America.
Unit 1 • The American Dream 13
ACTIVITY 1.4
continued
Em
Ex
Br
Support
Stretch
SCAFFOLDING THE TEXT-DEPENDENT QUESTIONS
ACTIVITY 1.4 continued
6 SECOND READ: During the second reading, students will be returning to the text to answer the text- dependent comprehension questions. You may choose to have students reread and work on the questions in a variety of ways:
• independently
• in pairs
• in small groups
• together as a class
7 Have students answer the text-dependent questions. If they have difficulty, scaffold the questions by rephrasing them or breaking them down into smaller parts. See the Scaffolding the Text-Dependent Questions boxes for suggestions.
Leveled Differentiated Instruction
Students may need support writing the short compare-and-contrast essay at the end of this activity.
Support students in
completing the Venn Diagram for Writing a Comparison graphic organizer, focusing on how the word sing is represented in each text.
Allow students to work in
pairs to generate examples of diction and imagery present in each text. Then allow students to write collaboratively.
Refer students to the list of
transition words for comparing and contrasting to support their writing of a cohesive text.
Prior to writing, generate
a class list of possible thesis statements to the prompt
using student suggestions. Ask students to explain to a partner which thesis statement they will use and the reason behind their choice.
Ask students to extend
their response to the writing prompt. Students should
explain which poem most effectively uses diction and imagery to convey its meaning.
1. Key Idea and Details (RL.11–12.1) What 9781457304675_TCB_SE_G11_U1_B1.indd 13
attitude toward work is conveyed in poem? How does the word choice and imagery help you know this? Scan the poem for words that identify different kinds of workers and work. Focus on the verbs in the poem. What do they tell you about how the poet feels about his subject?
2. Craft and Structure (RL.11–12.4) What effect 10/3/15 12:38 AM
does the word robust (line 10) have on the tone of the poem? Reread line 10. What does robust mean in this context? What other words in the poem share its connotation?
Unit 1 • The American Dream 13
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.