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Lesson 28: “Hanging Fire”
50 min
California CCSS: Focus Standards
California CCSS: Supporting Standards
ELD Standards
Student Lesson
Lesson 28: “Hanging Fire”
Student Learning Objectives
1
Content
Students will analyze a poem by Audre Lord about adolescence, exploring how the symbolism, imagery, and other types of figurative language used help reveal the speaker’s thoughts and feelings and build empathy for her.
2
Language
Students will interpret imagery and figurative language in “Hanging Fire” to express how the speaker’s identity and emotions are revealed, using academic vocabulary for identity/emotion and evidence-based interpretation (quote + explanation).
3
Foundations
Students will explore how prosody clues and choices can help them build upon the meaning and power of a poem.
Essential Question
How does sharing stories help people understand one another?
Connections to
Knowledge-Building:
Students consider how stories help people see the world through someone else’s eyes.
Enduring Understanding:
By noticing and sharing small moments, people build empathy, voice, and community.
Future Lessons:
Students will share the poems they write for homework with partners in Lesson 29.
Unit Performance Task:
Symbols and identity will be an important part of the performance task.
Lesson Pacing
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | Students will discuss how they felt on their first day of middle school to introduce the ideas and feelings in the poem. |
Literacy Lab10 Minutes | Students will listen to the teacher read the poem aloud with a focus on prosody choices, analyze the teacher’s choices and how they expand on the meaning of the poem, and practice reading it to each other for greater fluency. |
Learning in Action30 Minutes | Part A: Literal and Figurative Meaning (L.6.5a, RL.6.5) Students will listen for figurative meaning in “Hanging Fire” by Audre Lorde and then discuss how figurative language such as symbolism and imagery helps make the poem more impactful. Part B: Imagery Discussion (L.6.5a, RL.6.5) Students will use a Graffiti/Table Talk routine in small groups to guide a discussion of the poem as they reread. |
Vocabulary
Vocabulary Addressed in Lesson
- n/a
Vocabulary for Additional Support
- literal
- interpreted in the most basic sense, without figurative meaning
- poetry:
- writing that does not follow the standard rules and conventions of prose
- structure
- how parts of something complex are arranged and relate to each other
Material List
- Unit 1 Lesson 28 Student Edition
- 3 Column Chart graphic organizer
Routines
- Think-Pair-Share
- Fluency Practice
- Graffiti/Table Talk
- Quick Write
Lesson Sequence
Lesson Texts
Short-Form Text
Hanging Fire
Audre Lorde
Read text
