Mary R. Sorrells
Objective
Students will read a biography and one poem by Langston Hughes. Students will choose a poem that they can relate to Langston Hughes life experiences. They will present that poem with a one-page report on Hughes’ life.
Teaching the poems
I will read the poem, “Afro-American Fragment,” aloud to the class. I will ask the student to define the terms metaphor, simile, stanza as well as various words that 1 will underline in each poem. I will ask students to identify any metaphors and/or similes in each stanza. Then I will ask students to discuss why they think poets use metaphors and similes.
Activity questions:
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1. Define vernacular and infer.
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2. Who is the poet speaking to?
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3. What is the subject of this poem?
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4. Identify in the poem one or two words that is reflective of Langston Hughes’ vernacular.
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5. What can you infer about the poet?
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6. Do you like this poem? Why? Why not?
This approach will be used for each of the five poems by Hughes. The five poems are:
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“The Negro Speaks of Rivers”
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“Afro-American Fragment”
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“One Way Ticket”
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“The Negro Mother”
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“Theme for English B”
All poems will be taken from,
Selected Poems Langston Hughes
, pp. 3, 4, 177, 288, 289, 247, and 248, respectively.
