Home Plan - [JG3-L2-U1-LC2-9 American History – Civil Rights – Langston Hughes – A Poet and a Dreamer]

The document guides students through a lesson on writing stories with detailed descriptions and meaningful endings, drawing inspiration from Langston Hughes and emphasizing the power of dreams to shape one’s future. Students are encouraged to share funny, exciting, or meaningful experiences through storytelling, learning about the traits of a good story and the use of analogies and specific actions to engage readers. Langston Hughes’ life journey serves as an example of how dreams can lead to success, with his experiences shaping his belief in the power of dreams. The document also focuses on self-reflection and key writing techniques for students to develop their storytelling skills further, all aimed at encouraging students to embrace creativity, analyze assigned texts, and expand their vocabulary.

Contents

• Pages 1—25: Story writing lesson.
• Pages 26—42: Dreams shape destiny.
• Pages 43—46: Self-reflection, writing techniques

In this section of the document, students are guided through a lesson on writing stories and the importance of adding detailed descriptions using traits like “Showing Not Telling” and creating a “Meaningful or Surprising Ending.” They are encouraged to write stories about funny, exciting, or meaningful experiences, both real and imaginary, with a minimum word count. The lesson includes reading Langston Hughes’ work and comparing it to Dr. Martin Luther King Jr.’s beliefs about dreams. Students learn about the traits of a good story, such as a clear writing purpose, a catchy beginning, and events in chronological order. The document also emphasizes the use of analogies and specific actions to enhance detailed descriptions and engage readers. Students are trained to identify and create meaningful or surprising endings to their stories. Each activity is broken down with specific instructions and tips for students to follow along.

Langston Hughes was inspired to believe that dreams and goals could shape one’s future through his own life experiences. As a child, he moved frequently in the Midwest, finding solace in books and nourishing his love for reading. He dreamed of becoming a writer and saw his dreams come true when he got his first poems and stories published in high school. Traveling the world as a young man and writing about his encounters further reinforced his belief that dreams have the power to mold one’s destiny. In Harlem, surrounded by other African American writers, artists, and musicians creating great works of art, Hughes felt inspired and motivated to pursue his creative endeavors. This environment helped him blossom as a writer, producing numerous poems, stories, plays, and articles that captured the culture and experiences of African Americans. His journey exemplifies how dreams can lead to a fruitful life.

This section of the document focuses on self-reflection and the students’ ability to write a story using specific techniques, read assigned texts, compare and contrast texts, understand and use prefixes, and comprehend essential vocabulary. It also includes reminders for students to reflect on what they have learned, complete assigned tasks like reading a leveled reader and doing a writing task, and to review lessons and preview upcoming ones. Students are encouraged to use showing not telling, strong details, and a meaningful or surprising ending in their storytelling, as well as compare and contrast texts, understand prefixes, and learn essential vocabulary. The section also includes reminders for students to read and complete additional tasks related to the lesson.