In preparation for this lesson, students should keep a log of Cather's references to the railroad while reading The Song of the Lark. Alternately, you may distribute a set of quotations from the
text. At this stage, class discussion should include (1) the importance and fascination of trains in the novel and (2) how the railroad has been the subject of song and of poetry. Ask students to list titles
of rail poems that they already know, e.g., "Casey Jones," "I've Been Working on the Railroad" and "John Henry."
II. Selecting the Poems
If possible, obtain a class set of The Great Machine
and allow students to select the poems to be read, discussed, and interpreted from that publication. If this anthology is unavailable as a class set, you should locate at least 20 railroad poems (see suggestions at the end) to distribute as sets to the class.
III. The Process
(2 days)
1. Based on a thorough review of all the materials that you have handed out, ask students to personally select poems that the following
categories:
- The most beautiful poem
- The most shocking poem
- The most emotive poem (e.g., it must cause their hearts to "skip a beat")
- The most thought-provoking poem
- The most ______ poem (you choose the category--e.g. most humorous, puzzling, romantic poems)
Emphasize that their selections should be poems that they understand and appreciate.
2. When they have chosen a poem for each category, the students should do the following:
- Write the title and page number for each poem on a separate piece of paper.
- Include a brief paragraph explaining their choices
- Bring this paper and book (or set) to class on the assigned date
They should not confer with other students when making their choices; these selections are to be independent decisions.
B. Small Group Discussion and Interpretation (2 days)
1. Divide a typical class of 25 students into five groups of five students each; each group handles only one category of poems. To form the groups, ask each student to select one category to further
explore. You should list each category on the board (shocking, beautiful, etc.) and then select volunteers.
2. Students are asked to share their selection with fellow group members. Instruct each
group to select one exemplary railroad poem within their category to present to the class. Each student must share at least one poem with the group before they reach consensus on a selection. Use the task
worksheet below to provide instruction to the small groups.
3. During the small group discussions, keep in mind the following:
- As a coach, you should circulates among groups to ask questions to help students explicate, interpret or express an opinion.
- Ask students to cite images, words or phrases to support their point of view.
- Suggest another poem they can look at for contrast, similarity of theme, etc.
- At the end of small group sharing, ensure that no two groups select the same poem and that poems selected are appropriate.
Small Groups Instructions
1. Determine/define the nature of your category by answering the questions that have been posed for your particular group.
Most shocking poem group:
- What is shock?
- How does it affect you?
- What emotional reactions does it cause?
Most beautiful poem group:
- What is beauty?
- Is it just "in the eyes of the beholder?"
- What makes a beautiful poem? (e.g, Beautiful words, images, etc?)
- What is beauty to you?
Most emotive poem group:
- What does emotive mean?
- Can a poem cause your heart to "skip a beat?"
Most thought-provoking poem group:
- What are thought provoking poems?
- How do ideas in poems affect us?
- Are they just thoughts or can they make us feel? If so, how?
Most poem group: (sample questions only)
- What causes humor?
- What makes a poem amusing? Subject, words, images, etc.?
2. Discuss how the poems make you feel. What emotions are evoked?
3. Discuss what the poems mean by considering: What primary or literal meanings do I see? What other meanings do I see (figurative,
metaphoric, and symbolic). Consider as many interpretations as meaningfully possible.
4. Try to reach consensus in your discussion before selecting the poem that is most exemplary
in your given category. Because this poem will be the focus of your group presentation to the class, you should consider why this poem is the best choice.
C. Oral Presentation Preparation
(1 to 2 days)
On the second day of small group discussions, when all groups have selected their most exemplary poems, distribute guidelines for the oral presentations. Use the guide sheet below to provide
instructions to your students:
Oral Presentation Guide Sheet
(Sample)
Directions: Each member of the group must participate verbally in the class presentation. Divide
the following tasks among your group members. Everyone in the group is responsible for the entire report. Know what others are going to do and say in case of absenteeism.
1. Read your poem aloud to the
class. Read it to make sense; read it to make a dramatic or powerful presentation. Practice several readings before your presentation and allow your group members to critique your reading.
2.
Define the nature of your category to the class. Explain the criteria that were used to select the poems in your category.
3. Explain the meaning of the poem. You may consider a primary and then
a deeper meaning if you want. Offer several interpretations when appropriate. Do you see any figurative or symbolic meanings? Do you see any connections between your poem and the railroad in
The Song of the Lark?
4. Point to any particular poetic devices which may explain the meaning of your poem or its emotional effect. Identify relevant images, sound devices, lines, figures of
speech, etc.
5. Explain why the poem was selected and what other poems were considered and rejected.
[Optional: Instruct the groups to make a poem poster to use as a working prop for the
presentation. The poster may include the obvious (title and author), in addition to some lines from the poem that illustrate the category, drawings illustrating key symbols, colors that evoke imagery, etc.]
D. Presentations and Class Discussion (at least 2 days)
Since the same text and or set of railroad poems will be used by the class, each student can carefully follow along as the poem is
read aloud. Encourage your students to challenge the presenters with a poem they feel equal or more exemplary than the one that the group offers. Since students originally found poems for all categories
and had to explain their choices in writing and to their group, they have additional poems to offer which makes the class discussion lively.
