Recognizing Voice in Poetry
In this section of the curriculum unit I will be introducing poetry. Students will be exposed to metaphor, simile, symbolism, and point of view. Each student will learn that poetry is another form of spoken expression, and throughout the poetry lessons students will have the opportunity to listen to, read, recite, and write poetry. They will draw parallels between the themes addressed in selected poems and the themes addressed in the picture books we read in class. The class will start this part of the unit by conducting a word study. I will introduce the word "poetry" to the class. Students will brainstorm ideas that come to mind when they hear it. Together we will create a word web.
The poet I will introduce first will be Langston Hughes. Hughes is a celebrated African-American poet who had an incredible gift for incorporating a variety of voices into his poems. The themes of cultural and ethnic identity will continue to be illustrated to students through Hughes' poetry. His poetry celebrates the everyday life of African-Americans while at the same time acknowledging the struggles of his heritage. His poetry incorporates rhythms of jazz, blues, and spirituals. The first poem we will read will be "I, Too" by Langston Hughes. I will read the poem aloud and then call on several volunteers to take turns reading the poem aloud. I will write several questions on the board and ask the students to answer two of them in their interactive journals. Who is speaking? In the first line, "I, too, sing America," who else is singing America? What is positive about the voice's future? Who will be ashamed?
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