“Skyscraper” Poem How Did Carl Sandburg Capture the Spirit of a Skyscraper in a Poem?
th 8 Grade Language Arts ILS—1A, 1B, 1C, 2A, 2B, 3A, 3B “Skyscraper” Poem How did Carl Sandburg capture the spirit of a skyscraper in a poem? Theme Vocabulary This lesson explores how language can bring an object to life. The lesson assumes caissons watertight chambers used that students have a basic working knowledge of poems and poetry terminology. in construction work under water or It can be used within teaching units on architectural vocabulary, poetry, writing, as a foundation reading, or dramatic interpretation. girders main horizontal structural members that carry a vertical load; Student Objectives similar to a beam, but usually more • retell the story of Sandburg’s poem structurally important • describe the author and his connections to Chicago mortar the building material made • recognize literary devices found in the poem from cement, sand, and water that is applied between bricks and hardens Activities to form a strong connection • illustrate the story that the poem tells pilings long slender columns • (usually of timber, steel, or reinforced Grade Language Arts identify Sandburg’s use of literary devices th concrete) driven into the ground to 8 Type carry a vertical load indoor, desktop activities architect a person who designs and 409 oversees the construction of buildings Timeframe mason a skilled laborer who builds three class sessions of 30 minutes each with stone or bricks hod carrier a laborer hired to Materials carry supplies to bricklayers, • Handout A - copy of Carl Sandburg’s poem “Skyscraper” stonemasons, cement finishers, • Handout B - worksheet for identifying poetry terms in “Skyscraper” or plasterers on the job “Skyscraper” Poem • Handouts C and D - five photographs of historic Chicago skyscrapers and a tier a floor or a story of a building photo of Sandburg • large sheets of drawing paper, pencils, crayons, markers See Handout B for poetry vocabulary.
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