Analysis Of Mother To Son By Langston Hughes

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Subject:� Language Arts �����������������������������������������������Grade:� Six Standard:� #3:� Literary Response and Analysis Key Concept:� Students respond to tone and meaning that are conveyed in poetry through word choice, figurative language, line length, punctuation, rhythm, alliteration, and rhyme. Generalization:� Students respond to poetic language in "Mother to Son" by Langston Hughes. Background:� Students have been working on a poetry unit and have been studying how the elements of poetry help the poet convey thoughts and meaning.� This lesson extends the focus of language as a key to meaning. This lesson is tiered in product according to readiness All students read the following poem (from The Collected Poems…show more content…
1. 5. Make a list of words that are not considered examples of "good English."� Why does Langston Hughes use these words in this poem?
1. 6. What advice does the mother give the son?
1. 7. Why has she continued to climb?� What are the corners and the dark places in life?
1. 8. Why shouldn 't the son sit down on the steps?
1. 9. What does this poem say about survival?
1. 10. This seems like a conversation poem, what do you think the boy asked her to get this response from her? Now put the students in workable groups of four to go over their answers with each other so that they can get some clarification about facts from each other.� They should be ready to share their factual information with the entire class. Tier II:� Grade Level Learners:� Analytical Activity �����������These students need to read the Langston Hughes poem individually, making notes about why the mother would tell these thoughts to her son.� What did he ask her?� They need to analyze the poem for the elements mentioned above in the "Generalization" section of this lesson.� Line length, repetition, word choice, and rhythm are especially important.� Analyze the poem for the way meaning is conveyed through these elements.
After students take time to do individual analysis, they should meet in workable groups of four students to discuss their analysis.� They should be ready to share ideas with the class as a
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