Explanation: The purpose of this lesson is to examine the multiple perspectives along Route 66. Students will create a two voice poem to illustrate their understanding of these perspectives.
Objectives:
· SWBAT to describe the different perspectives along Route 66 including African American, Anglo, and Native American
· SWBAT to express multiple perspectives using adjectives and other figures of speech.
· SWBAT to write a two or three voice poem using the perspectives of African Americans, Native Americans, and Anglos along Route 66.
ELA standards:
6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
6.SL.2 Interpret information presented in in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study
6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 6.SL.5 Include multimedia components.
Lesson:
Vocabulary:
Appropriation
Stereotypes
Intrusion
Reconnecting activity: D-ice breakers
1. Show a fun example of a two-voice poem to set the tone of the lesson.
Compelling question: we learned about the African American perspective on Route 66. What was the Native American perspective?
1. Read the introduction as a group. Look at the map of California and circle the Native American tribes surrounding Route 66 to get an idea of the geography and location of tribes in comparison to Route 66.
2. Students will examine and observe two different pictures expressing the Native American Experience on Route 66. Students will complete the Photo Analysis Worksheet based on these two images. Come together and discuss what they noticed as a group.
3. Make a T-chart on the whiteboard. One section is the Native American experience and the other is the African American experience. Have students brainstorm words for each experience on how they believe Native Americans felt about having their land being taken away, and how African Americans felt in the time of segregation.
4. Tell students we will be making a two voice poem about the feelings that Native Americans and African Americans had when traveling Route 66 in the 1950's. Ask how these two voices differ in perspective using the T-chart.
What is the tone or mood of each voice? What words can they come up with that fits the tone?
5. Have students brainstorm words on slips of paper/notecards for the Native American and African American perspectives on Route 66. Students will organize these words in the form of a two-voice poem. Students will begin writing their poem on paper and practice reading and presenting it.
** At the end students will have to present their poems to the class so we should make sure the students know how to present a 2 voice poem so their anxiety goes away and they feel prepared.
6. As an extension, if there is remaining time have the students create the white perspective for the poem so it then becomes a three voice poem rather than a two voice poem.
