Langston Hughes - I, Too - Tupac - Changes - Music & Poetry Comparison
Lighthouse Lit
23 Followers
Lighthouse Lit
23 Followers
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TPT is free to use! Learn more.
What educators are saying
Amazing resource! The poem and song compliment each other perfectly and really got my class thinking about how time periods affect a speaker's perspective. The extension activity allowed students to utilize knowledge from social studies and led to great debates.
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While from different eras, Tupac Shakur and Langston Hughes use poetry and music to explore themes of identity, social injustice, and the African American experience. Studying them together allows a deeper understanding of how art can serve as a platform for advocating change.What's included:- LangsPrice $6.95Original Price $8.85Save $1.90
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Description
♫♫♫ Add music and engagement to poetry lessons ♫ ♫ ♫
Students will analyse two works that deal with African American struggles: Langston Hughes poem, I, too, and Tupac Shakur's song, Changes. Using timelines and mini biographies, students will understand and constrast the poem's positive outlook compared to the song's pessimistic stance. An extension activity allows students to continue the timeline to the present day and share their own point of view on the issue.
What's included:
- Teaching Guide
- Common Core Standards
- Pre-reading Questions
- Poem Analysis Questions
- Song Analysis Questions
- Time Period Analyses (timelines, bios, and response prompts)
- Reflection & Comparison Questions
- Extension Activity
- Answer Keys for all of the above
Total Pages
19 pages
Answer Key
Included with rubric
Teaching Duration
3 days
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Standards
to see state-specific standards (only available in the US).
CCSSRL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSSRL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSSRL.7.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSSSL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSSSL.7.1a
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
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Questions & Answers
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