Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 49670
Universal Theme: The Cycle of Life
Through an analysis of the myth of Daedalus and Icarus, Pieter Bruegel the Elder's painting "Landscape with the Fall of Icarus," and E. E. Cummings'
poem "anyone lived in a pretty how town," students will come to realize the importance of the cycle of life and nature as it pertains to human
existence. The three texts come from dramatically different genres, time periods, and settings capturing the essence of a universal theme.
Subject(s): English Language Arts
Grade Level(s): 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, LCD Projector, Overhead
Projector, Speakers/Headphones
Instructional Time: 4 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: author's style, voice, diction, syntax, characters, setting, conflict, climax, resolution, plot, poetry,
narrative poetry, E.E. Cummings, anyone lived in a pretty how town, Icarus, art, myth, e.e. cummings, Daedalus
and Icarus, Landscape with the Fall of Icarus, Bruegel the Elder
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
HO Cummings.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
identify elements of author's style: diction, syntax, rhyme, repetition, and tone in E.E. Cummings' "anyone who lived in a pretty how town."
analyze the impact of word choice (diction and syntax) on the meaning of E.E. Cummings' poem.
analyze E.E. Cummings' use of setting and plot (conflict, climax, resolution) and how these choices develop the poem and contribute to the meaning of the poem.
determine the themes of E.E. Cummings' poem "anyone who lived in a pretty how town."
analyze and explain how the literary elements contribute to Cummings' development of the themes.
write a mini-essay to explain what E.E. Cummings is saying about the cycle of life in his poem. Students will be able to introduce the topic, support their topic with
appropriate textual evidence from the poem, use appropriate transitions to connect their ideas together, and provide a short concluding statement.
Prior Knowledge: What prior knowledge should students have for this lesson?
1. List and review the definitions of the terms below across the top of the board, and ask students to jot down examples as they watch.
2. Play the video read-aloud of Dr. Seuss' Green Eggs and Ham. Point out how the style elements listed below are evident in his language as well as how they impact
meaning in the text. Some samples are provided next to the definitions below.
3. Students can share out as you list them in the proper category on the board asking for elaboration on how each example fits the definition.
4. You might also discuss Seuss' book The Lorax in the same way.
Afterward, review narrative poem, plot, summary, and theme definitions as they will apply to the myth and poem analysis later.
page 1 of 4 Terms to Know
Author's style: how an author's signature is evident in his or her language use
refrain/repetition: series of repeated words ("I do not like green eggs and ham. I do not like them Sam I am.")
rhyme: ends of lines sound the same (house, mouse, here, there, anywhere)
diction: connotation and denotation
syntax: word order ("I am Sam, Sam I am.")
tone: attitude of author toward the subject (adamantly opposed to eating green eggs and ham, ironic ending)
Narrative Poem/Plot Elements: setting, character, conflict, climax, resolution
Summary: shorter version of a story's action focusing on the conflict, climax, resolution and including the setting and characters' names.
Theme: message of a literary work
Guiding Questions: What are the guiding questions for this lesson?
What role do the characters play in developing the theme(s)?
What role does setting play in developing the theme(s)?
What role does the plot (conflict, climax, resolution) play in developing the theme(s)?
What role do words and/or groups of words and their connotations play in developing the theme(s)?
What role does rhyme and repetition play in developing the theme(s)?
What is E.E. Cummings saying about the cycle of life in his poem "anyone lived in a pretty how town"?
Teaching Phase: How will the teacher present the concept or skill to students?
Activity 1
Watch the video "Daedalus and Icarus."
Student directions before watching: You will summarize the plot of the story in your own words by writing a much shorter version focusing only on the setting,
characters' names, conflict, climax, and resolution. Take jot notes while you view the video to prepare to write the summary.
Allow students in pairs to share, compare, and revise their summaries.
Have students share out and ask the audience to critique (in a supportive way) based on the summary-writing directions.
The teacher will write one of the better summaries on the board to show as a model.
Discuss the meaning of hubris (too much pride) and explain that it is a theme represented in the myth. Discuss how Icarus' actions depict hubris.
Activity 2
Show the painting "Landscape with the Fall of Icarus" by Pieter Bruegel the Elder.
Student Directions: Describe the scene by including the apparent action and movement that is taking place and the scenery used as a backdrop. What are the
largest, most prominent (important) elements? What is the least prominent (unimportant) element? What is the theme of this famous work of art? Have students
share out.
During discussion, discuss the fact that Icarus is minute, tiny, compared to the farmer, shepherd, and ships which all represent, in essence, the economy of the
society.
The simple theme of "Daedalus and Icarus" is that hubris ends in tragedy for the individual, while the theme of "Landscape with the Fall of Icarus" is that a
single human being is unimportant and meaningless when compared to the endurance and sustenance of the whole society. Life must, and will, go on.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Access, review, and copy pages one and two of handout for students in advance of the lesson. It includes the student chart, the prompt, and a chart answer key.
2. Prepare in advance a copy of the E.E. Cummings poem "anyone lived in a pretty how town" for every student and hand out at this point.
3. Review Prior Knowledge and reference it when necessary throughout the guided practice activity.
4. Remind students of the themes of hubris in "Daedalus and Icarus" and the unimportance of the individual verses the society in "Landscape with the Fall of Icarus."
Explain that a related theme is expressed in the Cummings poem.
5. The teacher will read the poem aloud like you would read any story (narrative) aloud. Practice multiple times beforehand. The point is to read it so it sounds
"normal" even though the syntax and diction are clearly atypical. Point out the details of E. E. Cummings' style—his literary signature—referring back to Dr. Seuss'
style.
6. Model how to paraphrase (to restate someone's words using your own words) in the poem's margin on the first and second stanzas.
7. In pairs, have students continue paraphrasing the remaining stanza. Require all students to write paraphrases in the margins of their own papers, and also require
that each pair write the same paraphrase. Doing so will generate peer negotiation and discussion about the diction and syntax in order to accomplish the task. Allow
leeway on this activity, as it will be subjective and very challenging.
8. The teacher should circulate and assist while students work. When they finish, have each student write a summary independently using the summary strategy from
the "Daedalus and Icarus" video activity (a much shorter version of the story focusing only on the setting, characters' names, conflict, climax, and resolution).
9. Have students share out paraphrases and summaries and discuss them as a whole class. The teacher should correct errors in student understanding during the
discussion, and ask students to make corrections to their work.
Mini-Lecture on the Poem's Theme and Ties to the Icarus Texts
Explain to students that loving someone else, in a sense, represents a self-interest and a certain amount of pride (hubris). A desire to have children is to make a
smaller version of oneself (think "mini­me"). It's a natural desire and perpetuates life—sowing seeds, having children. This idea is connected to the work of farming
and growing food for human sustenance and survival.
Replacement and renewal defines the cycle of life: when something is born, something else must die. For example, each day is metaphorically born and then dies
to make way for the next new day, the seasons are born (spring) and die (winter), and babies are born and the elderly die to make way for the next generation.
Human beings are a part of the landscape, a part of nature, as illustrated in Cummings' line "noone and anyone earth by april," meaning that after they are buried
they become a part of the earth.
page 2 of 4 This idea connects to the theme in "Landscape with the Fall of Icarus": the farmer, the shepherd, and the ships just keep on working and producing despite Icarus'
death dive; life must, and will, go on.
Another related theme is the routine and monotonous aspect of human life, and the possibility that people and the lives they lead are not very unique or special
despite what they want to believe (hubris).
1. Project the above notes on the projector so students can refer to them as they analyze E. E. Cummings' poem.
2. Pass out page one of the student handout and have students, in pairs, complete the chart according to the directions and the guiding questions on the handout.
Review the questions and refer students to the overhead notes to help them with the poem's themes.
3. The teacher should provide support to groups as they work by prompting them to give evidence from the poem and explain how the evidence supports their ideas
about the poem's meaning (themes).
4. When most groups have finished, choose teams randomly to share one section of their chart on the overhead projector. Discuss answers in whole-group setting,
and allow students to revise answers if necessary.
5. The teacher should collect charts to provide written feedback before students write the summative assessement mini-essay.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. The teacher will return students' charts with written feedback.
2. Explain the grading scale provided on the prompt (see page two of the handout) before students write the mini-essay.
3. Students will respond to the following prompt:
What is E.E. Cummings saying about the cycle of life in his poem "anyone lived in a pretty how town"? Provide evidence from the poem and your chart to support
your answer.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After the teacher has graded the mini-essays and immediately before returning them to the students, review excellent samples on the projector.
Explain how the samples earned the grades by referencing the scale itself and explaining each aspect of the grading scale criteria.
Summative Assessment
Students will write a mini-essay answering the prompt and using the scale on the second page of the attached handout. Students will earn at least a 3 to be considered
proficient on this assessment.
The prompt: What is E.E. Cummings saying about the cycle of life in his poem "anyone lived in a pretty how town"? Provide evidence from the poem to support your
answer.
Formative Assessment
Students will write paraphrases and summaries during the Teaching Phase and share out their answers, at which time the teacher can monitor and correct student
misunderstandings.
Students will complete the chart in teams during Guided Practice, and the teacher will circulate and support students while they work.
Feedback to Students
During the whole class discussion in the Teaching Phase, students may correct incorrect answers on the summaries and paraphrases.
While students are working on the chart during Guided Practice, they can adjust incorrect answers as the teacher provides feedback while circulating among
groups.
After student teams finish their charts and share answers aloud, the students may correct mistakes in understanding on their own charts.
The teacher will collect the charts and provide both positive and corrective feedback in writing before students write the mini-essay (the summative assessment for
the lesson).
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with extra time accommodations may finish the chart for homework or before/after school in the classroom.
Students still acquiring fluency in English may be provided a conference and one-on-one teacher collaboration before or after school by appointment.
Students with accommodations may also be served while the teacher circulates among groups as they work. The teacher can provide more specific, differentiated
feedback to those students immediately to correct misunderstandings on-the-spot.
For struggling writers, the teacher can provide a graphic organizer or outline to help students organize their main points and supporting textual details before they
begin writing their mini-essay.
For struggling writers, the teacher could provide a writing frame with various sentence starters to help students draft their essay.
Extensions: Students can independently read "Out, Out—" by Robert Frost and compare how the same theme is developed in the Frost poem as opposed to the
Cummings poem and/or the Bruegel painting.
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector, Speakers/Headphones
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
LAFS.1112.RL.1.1:
LAFS.1112.RL.1.2:
LAFS.1112.RL.1.3:
LAFS.1112.RL.2.4:
LAFS.1112.SL.1.1:
Description
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text,
including how they interact and build on one another to produce a complex account; provide an objective summary of
the text.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g.,
where a story is set, how the action is ordered, how the characters are introduced and developed).
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation
by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and
establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing
for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine what additional information or research is required to
deepen the investigation or complete the task.
LAFS.1112.W.1.2:
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
LAFS.1112.W.3.9:
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth­, nineteenth­ and
early-twentieth-century foundational works of American literature, including how two or more texts from the same
period treat similar themes or topics”).
b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential addresses]”).
page 4 of 4