Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 35787
The Modernist Struggle: Allusions, Images, and
Emotions in T. S. Eliot’s Prufrock
Students will research modernism, analyze allusions and images in "The Love Song of J. Alfred Prufrock," diagnose the character's mental weakness
using evidence from the poem, and write him an email about how to improve his state of mind from the perspective of a hypothetical online mental
health professional.
Subject(s): English Language Arts
Grade Level(s): 11, 12
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Overhead Projector, Speakers/Headphones,
Microsoft Office
Instructional Time: 5 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Modernism, poetry, poem, literary analysis, Prufrock, T.S. Eliot, allusion, imagery, images, Eliot, The
Love Song of J. Alfred Prufrock
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS
ATTACHMENTS
0PrufrockTeacherNotes.docx
1PrufrockHWResearchActivity.docx
2PrufrockAnalysisQuestions.pdf
3PrufrockAllusionsHOKey.doc
4PrufrockCloseReadHOLetter.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:
research and present information about modernism,
analyze and interpret figurative language in a modernist poem,
analyze specific word choice for its impact on meaning and tone in a modernist poem,
read and understand the overall meaning of a modernist poem,
identify and interpret allusions,
identify and interpret images, and
write a letter analyzing allusions and images and how they illuminate a speaker's emotions.
Prior Knowledge: What prior knowledge should students have for this lesson?
This research activity will provide students with the necessary background knowledge on modernism so they can more easily understand the Eliot poem.
page 1 of 4 1. Give students the research activity handout a few days before beginning this lesson.
2. Thoroughly explain the directions and give each student a number, with at least two students per each number; these numbers will be used to pair students later.
3. Students will use the Literature Network site for their research as well as one additional site.
4. Give students the due date based on the day you plan to begin this lesson.
5. When students enter class on the due date, pair them by their assigned number.
6. Have them create an informal presentation of the information they have been assigned, including their answer to number 1.
Tell them to depict the information they learned through their research to the class in an original, creative, and memorable way.
They may use a visual chart form (such as compare/contrast or cause/effect) and additional artwork.
Provide art materials and allow them 15- 20 minutes to prepare.
Allow them to use the projector (doc camera, overhead, etc.) for their approx. 3-5 minute presentation.
7. As student groups present, require the class to take bullet notes on important background information.
Guiding Questions: What are the guiding questions for this lesson?
What is the historical background for the modernist style?
What are characteristics of modernist literature?
How might J. Alfred Prufrock's mental state be impacted by his disillusionment as a writer during this historical period?
How do the allusions in the poem reveal a sense of alienation, indecision, inadequacy, and pessimism?
How does the imagery in the poem reveal a sense of alienation, indecision, inadequacy, and pessimism?
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1:
1. Provide each student with a copy of the poem "The Love Song of J. Alfred Prufrock" by T. S. Eliot and a copy of the analysis questions based on the poem.
2. Explain that this poem is representative of the modernist style, and in fact, some literary experts believe it is one of the best examples of a modernist poem.
3. Have students follow along with a recording of Anthony Hopkins reading reading the poem. Afterward, discuss the tone. Is this a positive poem, negative poem, or
neutral poem, based on the tone and voice of the author? Lead a short initial reaction discussion. Ask students what image (define this term if needed) "jumped
out" at them as they listened. Did any notice an allusion (define this term if needed)? Ask any students that share why it impacted him/her.
4. Explain/mini-lecture on the following terms and concepts before students begin the analysis questions on the handout:
Review metaphor, a comparison of two disparate things; simile, a comparison of two things using "like" or "as"; repetition, repeating a word, phrase, or series
of sentences like a "refrain" in a song; and tone, which is the author's attitude toward the poem's subject.
Victorian poet Robert Browning was one of the first to use the dramatic monologue, which is a poem in which a character (narrator) speaks directly to one or
more listeners. The speaker is considered to be the "voice of the poet cloaked in a mask" and Eliot was a master of this form. Have students keep in mind that
the author is posing as a character, using his voice in this dramatic monologue.
5. Put students in pairs and have them answer the analysis questions on the handout. Require that students write the answers on their own handout, but that answers
must be the same for both teammates. This encourages collaboration and engagement.
6. Circulate as students work. Clarify any misunderstandings and probe students to elaborate and support their answers.
7. When most groups have finished or almost finished, reconvene the class, and then re-group students with a new partner and have them compare, discuss, defend,
and revise their answers if they would like to.
8. Reconvene again, and randomly choose students to share their answers. Encourage students to elaborate on the presenter's answer and suggest corrections for
wrong answers, using textual support (always in a kind, positive, and supportive manner). The teacher can also provide verbal corrective feedback as needed.
Day 2:
1. Provide each student with a copy of the allusions handout for note-taking. (Do not give them the key on the second page.)
2. Use the key on the second page of the document to deliver a mini-lecture on allusions while they fill in the note-taking sheet.
3. Depending on your level of comfort and your students' listening skills competency, you may want to create a Prezi or PowerPoint for visual support.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. Provide each student with a copy of the close reading handout and two different color highlighters.
2. First, review the information about modernist literature at the top of the handout.
3. Tell students that they will work on this activity with a partner. Have them work with their shoulder partner (Kagan strategy).
4. Ask students to highlight the allusions in the poem in one color. Have them determine the emotion suggested by each allusion and label it.
5. Circulate as students work collaboratively. Clarify misconceptions and misunderstandings and encourage students to provide explanations for their highlighting and
labeling. Do not ask them to complete the chart yet.
6. When most students have finished, pause and review the term imagery before moving on. Remind students that imagery is visually descriptive or figurative
language (metaphor, simile, etc.). Imagery may also appeal to the other senses. This site provides examples if teachers need to give more in-depth instruction on
imagery.
7. Now ask students to work with their face partner (new partner) to highlight the imagery in the poem using a different color highlighter. Have them determine the
emotion suggested by each image and label it.
8. Circulate as student work collaboratively. Clarify misconceptions and misunderstandings and encourage students to provide explanations for their highlighting and
labeling. Do not ask them to complete the chart yet.
When most students have finished, move to the Independent Practice.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Ask students to work independently and complete the two charts on the close reading handout.
1. For the first chart, students should select two prominent emotions from the text, using their text marking as a guide. Put each emotion in one of the two boxes on
the left. Next, in the right column, list the allusions that support the emotions they identified in the left column.
2. Have them follow the same directions for imagery in the second chart.
3. Circulate while students work quietly; assist if necessary.
4. When most have finished, move on to Closure.
This activity will prepare students to complete the summative writing assignment.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
page 2 of 4 Introduce the idea that many people suffered from the same psychological symptoms as the fictional Prufrock (and T.S. Eliot) during that period. If you feel
comfortable doing so, discuss the prevalent use of legal drugs (anti-depressants) to medicate people with psychological issues such as depression. Many argue these
drugs have been over-prescribed. This is a short discussion to preface the writing assignment.
Explain the writing assignment and grading scale at the end of the close reading. Answer questions students may have.
Writing Assignment:
Write an email letter to Prufrock from you, the voice of his online mental health adviser, explaining your diagnosis based on his "love song"—his poem. Use letter
form: a salutation, block paragraphs, a closing, and your signature identifying yourself (creatively) as his "doctor."
Start by introducing "yourself" and your diagnosis (name two emotions from which he is suffering) in the opening paragraph. Write another paragraph explaining
your diagnosis (one emotion from the allusion chart) and support it with allusion examples. Write another paragraph explaining your diagnosis (one emotion from
the images chart) and support with imagery examples. In a final paragraph, suggest how he might improve his state of mind. Do some informal research to use for
this last section.
Write a rough draft on loose leaf paper. After peer revising/editing with a partner in class, type the letter in an email as if you were going to send it, but instead,
print it out to turn in. Your email will be scored based on the scale provided at the end of the handout.
Summative Assessment
Writing Assignment
The teacher will provide the following prompt and directions to students:
Write an email letter to Prufrock from you, the voice of his online mental health adviser, explaining your diagnosis based on his "love song"—his poem. Use letter
form: a salutation, block paragraphs, a closing, and your signature identifying yourself (creatively) as his "doctor."
Start by introducing "yourself" and your diagnosis (name two emotions from which he is suffering) in the opening paragraph. Write another paragraph explaining
your diagnosis (one emotion from the allusion chart) and support it with allusion examples. Write another paragraph explaining your diagnosis (one emotion from
the images chart) and support with imagery examples. In a final paragraph, suggest how he might improve his state of mind. Do some informal research to use for
this last section.
Write a rough draft on loose leaf paper. After peer revising/editing with a partner in class, type the letter in an email as if you were going to send it, but instead,
print it out to turn in.
Note: A rubric for teachers to assess students' letters is included in handout #4.
Formative Assessment
During the teaching phase, students will use the analysis questions handout to answer questions in partners while reading. The teacher will circulate and observe.
During the guided practice, student partners will use text-marking and labeling to identify the allusions and imagery in the poem. The teacher will circulate and
observe.
During the independent practice, students will use the charts independently to plan their letters. The teacher will circulate and observe.
Feedback to Students
The analysis questions will be shared out and discussed as a whole class after students answer them in teams. The teacher and peer discussion will serve as
feedback and students will have an opportunity to correct their answers during this time.
The text-marking and labeling activity will be completed collaboratively in student teams while the teacher circulates and listens to students work, asking students to
justify their answers and probe them further when they have incorrect answers.
The charts will be collected when students finish and the teacher will provide written feedback by providing both supportive comments and corrective comments. The
chart will serve as students' planner for writing the summative assessment letter.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with extended time accommodations may complete the different parts of the lesson before or after school or in a resource class.
Students whose first language is not English may use an electronic multi-language dictionary at any time during the lesson.
Students needing extra support with writing may conference with the teacher before writing and have a one-on-one discussion on the essay planner and textmarking activity.
During times when students are working in partners, the teacher will inconspicuously pay more attention to special needs students, visiting those teams more often
than others if need be.
Extensions:
Rather than providing students the information on Prufrock's personality traits, his observations, and his internal conflicts (these are provided at the top of the
allusions handout) the teacher can have students determine these aspects for themselves. Have students share their analysis in a class discussion, and the teacher
can provide corrective feedback as needed.
Students may do independent research on another poem by T.S. Eliot and analyze it for allusions and imagery using the same highlighting and organizing chart
strategy utilized during this lesson.
Students may do independent research on modernist visual art and/or music and apply the same strategy to analyze how other artists during the period utilize
emotions similar to modernist literary artists.
page 3 of 4 Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector, Speakers/Headphones, Microsoft Office
Special Materials Needed:
"The Love Song of J. Alfred Prufrock" can be found at http://people.virginia.edu/~sfr/enam312/prufrock.html.
Further Recommendations: Teachers might wish to use this teacher notes handout as a resource when preparing for the lesson.
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
Related Standards
Name
LAFS.1112.L.3.5:
LAFS.1112.RL.1.1:
LAFS.1112.RL.2.4:
LAFS.1112.RL.4.10:
LAFS.1112.SL.2.4:
LAFS.1112.W.1.2:
LAFS.1112.W.2.4:
LAFS.1112.W.3.7:
LAFS.1112.W.3.9:
Description
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
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 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.)
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–
CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of
the grades 11-CCR text complexity band independently and proficiently.
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners
can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
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).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
Conduct short as well as more sustained research projects to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
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