Students will talk about the following questions in small groups:īeing covered by the mask? (Or what is being hidden by the speaker?)Įxactly is portrayed on the outside of the mask? (Or what do onlookers see as Information on the poem and why he would write it.Īs a whole class, we will talk about what is going on stanza by Then introduce the author, Paul Laurence Dunbar, to give students some background We will talk about this in a whole class discussion. Will tell students that we are going to be reading a poem called “We Wear the Things have gone differently if you/they had not worn the mask? This could include you, someone you know, or a popular character who To begin the lesson, I will have a slide up that prompts students toĪn example of someone who has worn as mask. Will tell students that we are going into the next part of our lesson.Īre going to be studying “We Wear the Mask.” When they finish, we will go over the answers.Once we go over the slide show, students will do a.I will then introduce a new bell ringer onĬapitalizing north, east, south, and west.I will ask students to turn on their Chromebooks, and.Once the bell has rung, I will ask students to put.As students are walking in, I will stand at the door.Procedures: (Introduction, Development, Conclusion) Mask” will introduce students to how people actually choose or have to wear Purpose of this lesson is introduce them to “We Wear the Mask.” Students will be introduced to another
Close reading strategies in “Everyday Use”.Comprehension of character foils in “Everyday Use”.Understanding of capitalizing vehicles, places, and.They will briefly show me that they did it to get credit, but I will not take it up so they can be completely honest with themselves. They were asked to think about why they made the outside of the mask the way they did, and why they want to hide what they are masking from the rest of the world. After students created their masks and pasted them onto the poster board, I asked them to write a mini reflection about their mask. This engagement was purely created for students to be able reflect on themselves as individuals. Students then pasted the mask onto a poster board where no one could see what they are masking from everyone. On the backside, however, students had to write down something that they intentionally "mask" from society. The outside of the mask represented how they want the world to see them. Then, I introduced students to a new activity. As a whole, we talked about what the "mask" meant to African Americans during the 1890-1900s and why they were forced to wear it. Then, we read the poem and did a close reading of the text. We also discussed the time period this poem was written, and we talked about major events happening during that time period. After students were introduced to the lesson, I gave students some background information on Paul Laurence Dunbar.