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Route 66 Lesson 3: 2 Voice Poem
Learning outcomes:
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.
C3 Framework and Arizona State Standards
Disciplinary skills SP1: Chronological reasoning requires understanding processes of change and continuity over time, which means assessing similarities and differences between historical periods and between the past and present.SP2: Thinking within the discipline involves the ability to identify, compare, and evaluate multiple perspectives about a given event to draw conclusions about that event since there are multiple points of view about events and issues.SP3: Historians and Social Scientist gather, interpret, and use evidence to develop claims and answer historical, economic, geographical, and political questions and communicate their conclusions.SP4: Thinking within the discipline involves the ability to analyze relationships among causes and effects and to create and support arguments using relevant evidence.
Arizona Social Studies standards: Citizens have individual rights, roles, and responsibilities
● 6.C2.1 Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.Patterns of social and political interactions have shaped people, places, and events throughout history and continue to shape the modern world
● 6.H4.1 Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time. (Example of the Green book)
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 (e.g.,
Resources:
Native Americans on Rte. 66 reading
Vocabulary:
Segregation
Discrimination
Warm-up activity: Role playing a two voice poem
We will perform a two-voice poem for them as an example for the students to see.
They will then role play by reading a two-voice poem. This will help them understand how two voice poems are performed. That way they are not anxious when they need to perform their group poem to the class.
Discussion:
Have the students recall what they have been learning, the different experiences of people, and what they’ve been noticing. This can also help with catching up the student who was absent during the last lesson with what the students learned about the Black experience. This will segue into choosing which experiences they want the poem to be about.
Guiding questions to ask:
What did we focus on two weeks ago?
What did you learn?
How did ___ feel?
What was happening to/when ___?
Native American Experience:
We will read to the students about the Illinois Native Experience and then have them read the Arizona Navajo Experience on their own and explain to them that what they will read is similar to what other Native Americans have experienced regarding Route 66.
Students can write on the back of their Venn diagrams to add information about the Native American experience.
Guiding questions to ask:
What did you read?
What did you notice? In the reading? In the pictures?
What do you know about ___?
How is ___ similar to ___?
Two Voice Poems Brainstorming:
Students can pick from the three different experiences on Route 66 to do their two-voice poem on. We can have the students use a physical chart where the students can organize different feelings regarding different experiences before they decide which two to focus on. The students will be provided with cards to write those feelings (words, phrases, sentences) on them. We will have them use their Venn diagrams if they would like to help them with their charts. Students will be provided with at least 6 strips of paper, 2 for each category, for them to write down their thoughts and place them into the categories. Once everyone has finished with their responses, we will discuss as a group and read each paper within a category and ask, “Do we want to keep this here?”
Other questions to ask:
Is this similar to anything else? (within the same category)
Where can we stack this/place side to side?
Is ___ true for everyone? (it can stay in the category depending on what you want)
(An example of what the chart can look like is below in “More resources”)
Constructing Poem:
Then, students will be split into 2 groups. One pair will focus on one experience and the other pair on a different experience. The pairs will work together to make half of the poem and at the end, we will combine both parts into one cohesive poem by discussing several aspects of their poems. Each student will make a final copy of the finished poem.
Practice:
We will then allow the students to practice their poems before they have to perform together.
More resources below.
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