Culture and Writing: Langston Hughes: “A Dream Deferred”

Program: Grade Range: UndergraduateSubject: Studies of American Poets and PoetryTopic: Research and Writing on Langston Hughes’ “A Dream Deferred”Profile: Professional PreparationDuration: Four weeksPurpose: To ensure that undergraduate students of English can effectively analyze, interpret, discuss, and write about the complex meanings contained within various works of poetry and to understand the personal and societal issues that compelled the author to write the piece at the time and in the manner in which he or she did.

Student Learning Outcomes:1. Develop a personal interpretation of Langston Hughes’ “A Dream Deferred”, and the cultural climate in which he wrote it, through close reading, group discussion, and personal journaling.2. Closely examine the Web site, Langston Hughes: “A Dream Deferred” in order to gain a better understanding of the life, times, and poetry of Langston Hughes, and to develop a working interpretation of his writing style, commonly explored themes, and motivations.3. Display proficient research techniques by utilizing the library’s many resources to uncover, both primary and secondary, materials that provide background information, critical analysis, and discuss the literary significance of the works of Langston Hughes, and, particularly, “A Dream Deferred”.4. Find a classmate with a differing interpretation of “A Dream Deferred”. Using PowerPoint, construct a presentation that outlines the rationale for your interpretation, and then use your skills of rhetoric to successfully engage in a full-class debate.5. After examining the constructive comments offered by classmates and the instructor, write a literary critical essay, in MLA style, that explores your final conclusions and interpretation of “A Dream Deferred”.

Standards:National Educational Technology Standards (NETS) for TeachersI. TECHNOLOGY OPERATIONS AND CONCEPTSTeachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology.II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES

Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences. C. identify and locate technology resources and evaluate them for accuracy and suitability. D. plan for the management of technology resources within the context of learning activities. E. plan strategies to manage student learning in a technology-enhanced environment.III. TEACHING, LEARNING, AND THE CURRICULUMTeachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:A. facilitate technology-enhanced experiences that address content standards and

student technology standards. B. use technology to support learner-centered strategies that address the diverse needs

of students. C. apply technology to develop students' higher order skills and creativity.D. manage student learning activities in a technology-enhanced environment.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICETeachers use technology to enhance their productivity and professional practice. Teachers: B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity.

E. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUESTeachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

A. model and teach legal and ethical practice related to technology use. B. apply technology resources to enable and empower learners with diverse

backgrounds, characteristics, and abilities. C. identify and use technology resources that affirm diversity D. promote safe and healthy use of technology resources. E. facilitate equitable access to technology resources for all students.

NETS English Language Arts Standards 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and

appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word

identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, and graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, and video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Activities:Students will:1. read “A Dream Deferred” and record their personal reactions and interpretation in a

journal.2. use the library, and all of the resources available therein, to conduct extensive

research on Langston Hughes’ life, works, motivations, reception in the literary community.

3. be grouped with a classmate of a differing point of view. Each student will independently create a PowerPoint presentation that outlines the rationale for his or her interpretation of “A Dream Deferred”. After presenting their respective interpretations to the class, the two students will utilize their rhetorical skills to support their points of view during a full-class debate.

4. take the constructive comments of fellow classmates and the instructor and use them to create a 7-10 page, MLA style, critical research paper that addresses their final conclusions and interpretation of “A Dream Deferred”.

Evaluation:Students will be evaluated on their journals, research proficiency, PowerPoint presentation, rhetorical argument/ public speaking skills, and final papers.

1. Journals will be evaluated based upon the level of scholarly thought utilized while creating responses, the degree of higher-level/critical thinking displayed, and the amount of evidence the student uses to support his or her conclusions.

2. Research proficiency will be determined by evaluating how many different resources the student uses, and the degree to which said resources are appropriate, credible, supportive.

3. PowerPoint presentations will be evaluated based upon demonstration of knowledge of the software’s capabilities, quality of information utilized, and conciseness.

4. Rhetorical arguments/public speaking skills will be evaluated by the quality of the student’s thesis, his or her ability to support such thesis during discussion, poise, direction, and the proper use of acceptable public speaking practices.

5. Final papers will be evaluated based upon the student’s display of scholarly, higher-level thinking, appropriate use of primary and secondary resources to support a clearly defined thesis, a working knowledge of MLA style, and a clear mastery of the proper use of standard American English.