Lesson Introduction/Hook

Warm-up

Ask students to write everything that comes to mind when they think of the word “poetry”.

1. Give them one minute to free think and write anything that comes to mind.
2. Emphasize that there are no wrong answers—this is solely to get them warmed up and thinking.

After all students are done, have a class discussion where students are invited to share out their answers and build off each others’ ideas. If students are hesitant to voice their answers, prompt them with questions such as:

1. “How do you think poetry can be used to convey ideas and emotions?”
2. “ What kind of themes and ideas do you think are expressed in poetry?”

Reflection & Connection

Ask them to think about how they may express themselves with poetry, because they will have the opportunity to later in the lesson. You may also ask who any poets they may have prior knowledge of are and if they know any poems already.

Direct Instruction

1. Post “Caged Bird” by Maya Angelou on the board. Read the poem aloud for an initial read-through. Tell the students about annotation and inform them of what a successful annotation of a poem should be, emphasizing that their annotations should include how “freedom” is portrayed in the poem. After this, annotate the first stanza while voicing all annotations to the students so they may see the practice and thought process behind the annotation.
2. Ask for students to help annotate the rest of the poem with their own suggestions and thoughts. Assist students by helping them shape these ideas into proper annotations, then write them on the posted poem. Again, this should be done with an emphasis on the concept of “freedom” and what it means to Angelou. 
3. Do a recap of the annotations given, bringing them altogether and asking students if they have any questions.
4. Have the class read the NWHM’s biography of Maya Angelou individually. Then, reconvene as a class and discuss how Angelou’s life might have impacted “Caged Bird”. Help the students out here with probing questions if they are struggling: How might have race, gender, sexual assault, childhood, etc., influenced her poetry?
   • Be aware that these are mature topics and themes. Please give your class a warning about the content of the lesson before reading the poem and discussing it. Use your best judgement of your students to determine if this content is appropriate for your class.
5. Ask students if these concepts that Angelou writes of her “freedom” from are still relevant to today’s world. Ask students to think to themselves of how they may portray these topics in a modern setting as applied to their own life as they reread the poem.

Guided Practice

Group Annotation 

Students will now annotate their own copies of “Caged Bird”. They will annotate these copies with an emphasis on freedom, but will do so with the knowledge of Angelou’s life. They should do this in groups/ partners. Move around the room and check in with each group as they discuss to hear ideas, aid discussion, and answer questions. Talk with each group, ensuring they incorporate annotations and ideas about Angelou’s experience with sexual violence, racism, sexism, poverty, divorce, etc. 

Discussion

After each group has done their own annotations, ask all groups to share out as a class to collaborate and discuss their ideas. Guide the discussion, but rely on students and their ideas. Ask pointed questions about the portrayal of “freedom” in “Caged Bird” and how knowing about Angelou’s life impacts the reading of the poem for this concept. Encourage students to share openly and build on each others’ ideas freely.

Independent Practice

1. Students will repeat the above activities on their own for the poem “A Litany for Survival” by Audre Lorde. They will annotate their own copies of the poem with an emphasis on freedom and what it meant to Lorde, read her biography, and then annotate the poem again with reference and respect to her life. 
2. Students should then reflect on how the poem’s meaning changed for them after reading about Lorde’s life. Have them discuss this with a partner or group.
3. Again, ask students if these concepts that Lorde writes of her “freedom” from are still relevant to today’s world. Ask students to think to themselves of how they may portray these topics in a modern setting as applied to their own life as they reread the poem.

Closure/Exit Ticket

Before students leave class and begin their own poem, ask them to stand on opposite sides of the room: one side if they liked Lorde’s poem better, the other if they liked Angelou’s poem better. Ask a couple students from each side to share why they enjoyed their chosen poem more.