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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Pairing Fiction With Poetry and Performance
|Grades||9 – 12|
|Lesson Plan Type||Unit|
|Estimated Time||At least eight 45-minute sessions|
New York, New York
MATERIALS AND TECHNOLOGY
- In the Time of the Butterflies by Julia Alvarez (Plume, 1995)
- The Kitchen God's Wife by Amy Tan (Ivy Books, 1992)
- Morning Girl by Michael Dorris (Hyperion Books for Children, 1999)
- Homecoming, New and Collected Poems by Julia Alvarez (Plume, 1996)
- Jacklight by Louise Erdrich (Henry Holt, 1984)
- Harper's Anthology of Twentieth Century Native American Poetry by Duane Niatum (HarperOne, 1988)
- Songs from This Earth on Turtle's Back: Contemporary American Indian Poetry edited by Joseph Bruchac (Greenfield Review Press, 1983)
- Asian American Poetry: The Next Generation edited by Victoria Chang (University of Illinois Press, 2004)
- Computers with Internet access
- Overhead projector and transparencies
- Student journals
- CD player, iPod (with speakers), or MP3 player(optional)
- Audio recording device(optional)
- Interactive whiteboard(optional)
- Project Check Guide
- Inquiry Questions Guide
- Vocabulary Organizer
- Reenactment Criteria Guide
- Novel/Poem Compare and Contrast Frame
- Poetry Speaking and Performance Rubric
- Multimedia Guide (optional)
- Native American Poetry
- Michael Dorris' Biography
- Salon: Michael Dorris, A Broken Life
- Julia Alvarez
- Julia Alvarez's Personal Website
- Amy Tan
- Academy of Achievement: Amy Tan Profile
|1.||Obtain and familiarize yourself with In the Time of the Butterflies by Julia Alvarez, The Kitchen God's Wife by Amy Tan, and Morning Girl by Michael Dorris.
|2.||Divide the class into three groups. Assign novels to groups based on interest and language proficiency level as determined by state assessments (e.g., beginner, advanced). Each group should read a different novel.
|3.||Choose several poems with a similar historical or cultural background for each novel. Students will compare the voice and theme of the poems and the novels (see Session 4). If you are using the three novels listed above, you might consult the following resources:
Make copies of each poem you select for all the students in the group that are reading the appropriate novel.
|4.||If you do not have classroom computers with Internet access, reserve one 45-minute session in your school's computer lab (see Session 5).
|5.||Visit and familiarize yourself with the following websites:
Bookmark them on your classroom or lab computers.
|6.||Print off and make copies of the handouts as follows:
|7.||To help facilitate the prereading discussion in Session 1, write the following list on a piece of chart paper.
|8.||Choose a word from one of the texts to use when demonstrating the Vocabulary Organizer (see Session 3). Fill in one section of the transparency (including the sentence from the text, the dictionary definitions, synonyms, and a sentence using the word).
|9.||If students will be using the multimedia tools as part of their final presentations, make sure you have them available for use.
|10.||Two of the sessions in this lesson have students discussing chapters in their books; you will also need to schedule additional time for students to discuss the books as they finish each additional chapter (see the note at the end of Session 4).