Title of Unit: Give It All You’ve Got
Authors: Tia Adkins, Edna Mason
Contact: tadkins33@bellsouth.net
School: Gadsden Elementary School
Savannah, GA
Public or Private School: Public
Grade Level Range: 5th
Special Education Unit: No
Focus Statement: Students will understand: (1) the relationship between poetry
and math (2) the relationship between poetry and science, and
(3) how “determination” impacted the events of the early
twentieth century in America.
Concept: Determination
Masterwork: Poetry for Young People by Langston Hughes
Significant Question: What is determination? How do I become determined?
Character Traits (QCC’s/Standards) Addressed:
13 Topic: Respect for Self
Standard: Accountability: responsibility for one’s actions and their consequences.
13.2 Perseverance and diligence: adherence to actions and their
Consequences
13. 3 Self-control and virtue: exercising authority over one’s emotions
and actions
14 Topic: Respect for Self
Standard: Work Ethic: belief that work is good and that everyone who can,
should work.
15.8 Creativity: exhibiting an entrepreneurial spirit inventiveness;
Originality; not bound by the norm.
Power Standards Addressed that the Unit teaches to mastery:
Social Studies
SS5H2 The student will analyze the effects of Reconstruction on American life.
a. Describe the purpose of the 13th, 14th, and 15th Amendments.
b. Explain the work of the Freedmen’s Bureau.
c. Explain how slavery was replaced by sharecropping and how African-
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Americans were prevented from exercising their newly won rights; include a
discussion of Jim Crow laws and customs
Reading/Language Arts
ELA5W4 The student consistently uses a writing process to develop, revise,
and evaluate writing. The student
a. Plans and drafts independently and resourcefully.
b. Revises manuscripts to improve the meaning and focus of writing by adding,
deleting, consolidating, clarifying, and rearranging words and sentences.
c. Edits to correct errors in spelling, punctuation, etc.
Related Standards
Social Studies
SS5H3 The student will describe how life changed in America at the turn of the
century.
a. Describe the role of the cattle trails in the late 19th century; include the Black
Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.
d. Describe the reasons people emigrated to the United States, from where they
emigrated, and where they settled.
SS5H4 The student will describe U.S. involvement in World War I and post-
World War I America.
b. Describe the cultural developments and individual contributions in the 1920s
of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston
Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane
(Charles Lindbergh).
SS5H5 The student will explain how the Great Depression and New Deal affected
the lives of millions of Americans.
a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust
Bowl, and soup kitchens.
c. Discuss important cultural elements of the 1930s; include Duke Ellington,
Margaret Mitchell, and Jesse Owens.
Science
S5P2 Students will explain the difference between a physical change and a chemical
change.
a. Investigate physical changes by separating mixtures and manipulating (cutting,
tearing, folding) paper to demonstrate examples of physical change
b. Recognize that the changes in state of water (water vapor/steam, liquid, ice)
are due to temperature differences and are examples of physical change.
c. Investigate the properties of a substance before, during, and after a chemical
reaction to find evidence of change.
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Math
M5M4 Students will understand and compute the volume of a simple geometric
solid.
a. Understand a cubic unit (u3) is represented by a cube in which each edge has
the length of 1 unit.
b. Identify the units used in computing volume as cubic centimeters (cm3), cubic
meters (m3), cubic inches (in3), cubic feet (ft3), and cubic yards (yd3).
c. Derive the formula for finding the volume of a cube and a rectangular prism
using manipulatives.
d. Compute the volume of a cube and a rectangular prism using formulae.
e. Estimate the volume of a simple geometric solid.
f. Understand the similarities and differences between volume and capacity.
M5P1 Using the appropriate technology, students will solve problems that arise in
mathematics and in other contexts.
a. Solve non-routine word problems using the strategy of make it simpler as well
as all strategies learned in previous grades.
b. Solve single and multi-step routine word problems related to all appropriate
fifth grade math standards.
c. Determine the operation(s) needed to solve a problem.
d. Determine the most efficient way to solve a problem (mentally, paper/pencil,
or calculator).
M5P4 Students will understand how mathematical ideas interconnect and build on
one another and will apply mathematics in other content areas.
Reading/Language Arts
ELA5W3 The student uses research and technology to support writing. The
student
a. Acknowledges information from sources.
b. Uses organizational features of printed text (e.g., citations, end notes, bibliographic
references) to locate relevant information.
c. Uses various reference materials (e.g., dictionary, thesaurus, encyclopedia, electronic
information) as aids to writing.
d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/
numerical order) to obtain and organize information and thoughts.
e. Demonstrates basic keyboarding skills and familiarity with computer terminology
(e.g., software, memory, disk drive, hard drive).
f. Creates simple documents by using electronic media and employing organizational
features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell
check).
g. Uses a thesaurus to identify alternative word choices and meanings.
ELA5C1 The student demonstrates understanding and control of the rules of the
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English language, realizing that usage involves the appropriate application of
conventions and grammar in both written and spoken formats. The student
a. Uses and identifies the eight parts of speech (e.g., noun, pronoun, verb,
adverb, adjective, conjunction, preposition, interjection).
b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining
or revising sentences).
c. Uses and identifies verb phrases and verb tenses.
d. Recognizes that a word performs different functions according to its position
in the sentence.
e. Varies the sentence structure by kind (declarative, interrogative, imperative,
and exclamatory sentences and functional fragments), order, and complexity
(simple, compound, complex, and compound-complex).
f. Uses and identifies correct mechanics (e.g., apostrophes, quotation marks,
comma use in compound sentences, paragraph indentations) and correct
sentence structure (e.g., elimination of sentence fragments and run-ons).
ELA5LSV2 The student listens to and views various forms of text and media in
order to gather and share information, persuade others, and express and
understand ideas.
When responding to visual and oral texts and media (e.g., television, radio, film
productions, and electronic media), the student:
a. Demonstrates an awareness of the presence of the media in the daily lives of
most people.
b. Evaluates the role of the media in focusing attention and in forming an opinion.
Arts Standards (QCCs) Addressed:
Strand: Theater Arts
1 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Expands and uses basic drama and artistic theatre vocabulary (e.g., plot,
theme, choice, conflict, dialogue, and improvisation).
4 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Uses physical and verbal action to communicate mental images.
7 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Uses appropriate stage movement in drama activities.
10 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Uses physical and verbal actions to communicate character objectives.
13 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Researches information that supports drama activities.
Arts Partner Role/Contribution
*Unit Planning No
*Experience Yes
*Inquire Yes
*Create Yes
*Reflect Yes
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Explanation of Arts Partner Role/Contribution
A storyteller will help students “experience” the work of Langston Hughes. Other arts
partners will help students to create and develop a variety of presentations. They will
relate visual vocabulary and imagery to students’ daily activities.
Experience the Masterwork
Langston Hughes was part of the Harlem Renaissance Movement of the 1920s through
the late 1940s. During that time, African American artists were finally being recognized
for their artistic creativity. The poems in this book were written between 1921 through
1967. Hughes' views of race, society and social issues are truly timeless and compelling.
To introduce the students to Hughes and his work, a local storyteller will portray Hughes
and perform a few of his poems (Including Mother to Son) so that students will
understand and “experience” the timeframe, the context, the emotion, and the setting in
which the poems were written. The storyteller should have enough knowledge of this
period in history to be able to answer questions the students may have.
After listening to the storyteller, students will use a Venn diagram to compare how the
mother in the poem (specifically) persevered with how the people during the Depression
era (generally) persevered. (Note: Students have already studied Reconstruction, World
War I, and the Depression era before this unit is presented. The poetry of Langston
Hughes will serve to help the students take their knowledge of this period to deeper
levels.)
After the group discussion, students will write a reflection on what they think they would
have done to survive this period of time.
Throughout the unit, students will create tableaux of the poem, “Mother to Son” by
Langston Hughes. Students will also create other visual interpretations of the poem
during the unit.
Option: The poem may also be evaluated in a lesson on figurative language. Its
references can then be used throughout the topics being studied to help students identify
and understand the trials experienced and overcome. (For example… What were some
tacks and splinters of the Depression Era? How did the people display perseverance?).
This strategy, when used throughout the unit, helps students to understand and make
pertinent correlations in each topic.
Mother to Son
In this poem, Hughes writes about a mother speaking to her son about life's experiences.
He uses the metaphor of a crystal stair.
Well, son, I'll tell you:
Life for me ain't been no crystal stair.
It's had tacks in it,
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And splinters,
And boards torn up,
And places with no carpet on the floor --
Bare.
But all the time
I'se been a-climbin' on,
And reachin' landin's,
And turnin' corners,
And sometimes goin' in the dark
Where there ain't been no light.
So boy, don't you turn back.
Don't you set down on the steps
'Cause you finds it's kinder hard.
Don't you fall now --
For I'se still goin', honey,
I'se still climbin',
And life for me ain't been no crystal stair.
Inquiry Center #1:
Deepening Question: How is mathematics used in the works of Langston Hughes?
Materials
CDs
Sheet music
Poetry for Young People
“Graph Club” software
Pencils
Procedure:
Students will journal predictions to the deepening question.
Students will listen to poems on CDs as follows: “The Negro Speaks of Rivers,”
“Danse Africaine,” “Words Like Freedom,” and “What Happens to A Dream
Deferred?” They will review sheet music (from Harlem Renaissance-Jelly Roll
Morton, Bessie Smith, Josephine Baker, W. C. Handy), and read poetry to
identify mathematical concepts located within the works (e.g. counting notes
within the music, beats in a measure, beats in a stanza, identify the poetry pattern,
etc.)
Students will create graphs and charts of the patterns that occur in the music they
listen to in the inquiry center. They will compare their findings and then revisit
the music that has similar patterns and then explore the differences in those same
pieces of music using resources in inquiry center.
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Original Creation:
Each student will create graphs using “Graph Club” software. The graphs will include
the representation of the mathematical investigation done with the works of Langston
Hughes included in the center.
Students will count syllables in lines and stanzas of teacher-selected Hughes poems that
lend themselves to mathematical patterns. They will make a numerical representation of
the poem, replacing the syllables with numbers. Students will note that the counting of
syllables, not words, is important in poetry. Students will recognize how mathematics
helps to make poetry flow.
The students will choose one of the mathematical representations they found in the above
mentioned inquiry center and try to create their own poem using the same numerical
rhythm.
Inquiry Center #2
Deepening Question: How have the effects of “Reconstruction” affected your life?
Materials:
Books about Reconstruction and the turn of the century
Music from this time period
Pictures of people and clothing from this time period
Tape recorder/cassette tapes
Procedure:
1. The students, who have already been introduced to this period in previous lessons,
will individually research Reconstruction and the turn of the century.
2. They will take notes to help them dig deeper into events during that period that
they believe were important.
3. The students will use a Thinking Map (multi-flow map) or similar cause and
effect organizer to map an event from Reconstruction and the effect it has had on
their life. http://www.mapthemind.com/thinkingmaps/themaps/multiflow/index.html
4. The student will write a brief essay on how Reconstruction has affected their life
using their own research.
5. The student will record their passage on a cassette tape.
Original Creation:
The students will make an audio essay on how they think Reconstruction affected their
present day life. They must include specific events and tell why or how they believe the
events affect them. These may be shared with the entire class in a listening center.
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Inquiry Center #3:
Deepening Question: How do states of water affect plant life?
Materials:
“In Time of Silver Rain” by Langston Hughes
Styrofoam cups
Soil
Butter Bean seeds
Water Pitcher
Ruler
Journal
Books on plants
Books on various regions of the earth (Rainforest, The frozen tundra, the
southeastern U.S.)
In Time of Silver Rain
by Langston Hughes
In time of silver rain
The earth
Puts forth new life again,
Green grasses grow
And flowers lift their heads,
And over all the plain
The wonder spreads
Of life,
of life,
of life!
In time of silver rain
The butterflies
Lift silken wings
To catch a rainbow cry,
And trees put forth
New leaves to sing
In joy beneath the sky
As down the roadway
Passing boys and girls
Go singing, too,
In time of silver rain
When spring
And life
Are new.
Procedure:
Students will read the poem.
Students will plant the seeds.
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o Three control groups will be utilized.
Group 1 will use boiling water.
Group 2 will use freezing water.
Group 3 will use room temperature water.
Original Creation:
Each student will maintain a science journal charting his or her observations. The student
will create a pamphlet enticing people to come live in a certain area of the world based
upon how well the plants were able to survive. (ex. Come Live in Savannah... Where the
Water and the Weather are Warm!!!!) Hopefully, the students will make the connection
that water and weather affect the places we live and the way we live.
Student groups will research plant life in a region of the world most reflective of each
control group (frozen tundra, rain forest, southeast) and draw conclusions of the effects of
water on life in those specific areas. Groups may relay their findings to the class and
compare them to journal observations. (Extra Credit: Students may also research a region
of the world with clearly defined seasons and identify the effect of water, or the lack
there of, on plant life.) From this information, students may be able to speculate how
water in varying states might affect life.
Inquiry Center #4:
Deepening Question: How does the work of other African American poets of the
time compare to the work of Langston Hughes?
Procedure:
Students will explore the Harlem Renaissance period in depth, making notes of people
and events that interest them. They will then each select a poet or other African
American artist to study with the idea of performing an in depth comparison between
Hughes and that artist. Suggested artists include Wallace Thurman, Zora Neale Hurston,
Claude McKay, Paul Lawrence Dunbar, and Countee Cullen, to name a few; however,
there are literally hundreds of others from which to select.
Create:
Students will use an arts-based strategy to compare both the artistry and the life of the
person whom they are researching with Langston Hughes. They will each present their
findings to the class so that students may learn about many of the artists of that period.
Reflect:
Students will write an essay describing how the character trait of “determination”
influenced the African American artists of the Harlem Renaissance period. The
reflection should include examples of experiences these artists have in common, and
those things that make them unique.
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Inquiry Center #5:
Deepening Question: How does the work of Langston Hughes influence student
creativity?
Materials:
Composition Book
Storybook Weaver software
Microsoft Office PowerPoint
Computer
“Poetry for Young People” by Langston Hughes
Procedure:
Review the Masterwork book to brainstorm the poetic styles of Langston Hughes
to identify the basis for their own poetic style.
Begin to create drafts of their own poems using the writing process. The poems
should be about how Americans showed determination in the early part of the
twentieth century.
Edit and revise their creation for final publication.
Students will publish their finished copy as either a PowerPoint presentation,
entry on Storybook Weaver software, create a rap or dance.
Original Creation:
Students will leave with an original creative art form of their choice including, but not
limited to a poetry book, rap, song, etc. (Note: There is a website where you can have the
children’s work published FREE. Check it out: Nationwide Learning, Inc., 6700 S.
Topeka Blvd., Topeka KS 66619, phone 1(800)867.2292, fax 1(765)862-2297.
Reflection:
The students will complete a Power Writing activity. They will write about how Langston
Hughes influenced American poetry and other aspects of Americana. They will also
include the influence that this unit of study had on them personally, if any influence at all.
They need to be able to tell why it did or did not.
Students will relay (orally, in writing, graphically, artistically) how the concepts in
“Mother to Son” are found throughout, and can help to explain, key eras in U. S. History.
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