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Ashley Schoening
Ashley Schoening

This lesson plan introduces T.S. Eliot's modernist poem "The Love Song of J. Alfred Prufrock" through a series of activities. Students first define modernism and analyze Marcel Duchamp's painting "Nude Descending a Staircase." They then compare a love poem by Emily Dickinson to establish differences between modern and romantic poetry. Students closely read and analyze "Prufrock" through discussion questions. Finally, they assess their understanding through worksheets, personal ads, character sketches, and a paper analyzing how the poem exemplifies modernist poetry. Technology options are provided to enhance discussion and participation.

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Lesson A Modernist Subject in Love Introducing Modern Poetry through The Love Song of J. Alfred Prufrock Standards Covered: CCSS.ELA-Literacy.RI.11-12.1 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. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors 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). CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Lesson Activities 1. Begin the lesson by asking students to define the term, modern. Discuss the students responses. Technology Option: Ask this question using the PollEverywhere app. Students can text message or tweet their responses. The question can also be revised as a multiple choice question if most students in the class have older cell phones. 2. Show a picture of Marcel DuChamps Nude Descending a Staircase. Ask students to answer the following questions: -Can you identify the subject of Duchamps painting? Do you have problems identifying the subject? Why or why not? -What adjectives can be used to describe the subject of the painting? -How are time, space, and movement depicted in this painting? Technology Option: Call on students in the class randomly using the PickAStudent app. Hook your iPad up to a document camera so students can see their names being chosen. Allow the students selected to respond and comment on one anothers responses. 3. Refine your definition of modern using this picture. Redirect the class as necessary until they understand the basic characteristics of the time period and how it is different from the romantic period.
4. Before analyzing The Love Song of J. Alfred Prufrock, revisit a love poem by another American poet (try Wild Nights, Wild Nights by Emily Dickinson). Ask the students, Why is this poem a love poem? 5. Now ask students if this poem is a modern poem. Ask them for specific reasons why it is not, reminding them of the time period when Emily Dickinson wrote as a reason. 6. Point out to students that the poetic term stanza also means a room or habitation. Before reading Prufrock, tell students they should spend some time in each room to gain their footing before attempting to analyze the poem at large. 7. Pass out the Prufrock Analysis Worksheet, and read Prufrock with the class. Ask students to answer the questions, either individually or in groups. Technology Option: Use PoppletLite to rework the worksheet into a graphic organizer that students can complete on their smart phones. 8. Lead a full class discussion on the poem, using guiding questions on the qorksheet to walk through each stanza of the poem. Technology Option: Rather than discussing in class, post a prompt to your classes Edmodo page. Ask students to respond to one another online. 9. After closely reading the poem as a class, ask students a few wrap-up questions: 9.1. How are the subject of Duchamps painting and Prufrock similar? Consider the adjectives you used to describe the subject of Duchamps painting. In other words, how is your experience viewing the painting (and others from the Armory Show) similar to your experience reading The Love Song of J. Alfred Prufrock). How can you account for these similarities (e.g., sometimes you may not know exactly what you are viewing/reading)? 9.2. Ask students to compare Dickinsons love poem to Eliots love poem. Now ask students the following questions: Is Prufrock really a love poem? What elements get in the way of Prufrocks love? Students might suggest any of the following: his digressions, his fear of socializing, his bitterness toward the social world, his linguistic impotence, his self-questioning, his repetition, his social paralysis, his fear of aging, his self-doubt, his fear of women, and so forth. Technology Option: Use ShowMe Interactive in order to record the entire lesson and post to your class website for any students who were absent or may need a review. Assessment
1. Collect each students copy of the completed reading analysis worksheet for The Love Song of J. Alfred Prufrock. 2. Ask students to write a typed, one-page personal ad that describes J. Alfred Prufrock as an individual seeking love. The ad should be rooted in the poem itself, and you should use descriptive adjectives. 3. Ask students to write a character sketch of J. Alfred Prufrock. How do they picture him, and why? How would they describe his relationships with other people? 4. Write a typed, three-page paper on the following topic, Describe modernist poetry as you understand it, using concrete examples from T.S. Eliots The Love Song of J. Alfred Prufrock. Technology Option: Make any of these assessments mobile friendly by creating them on the 30Hands app.

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Mobile lesson plan

  • 1. Lesson A Modernist Subject in Love Introducing Modern Poetry through The Love Song of J. Alfred Prufrock Standards Covered: CCSS.ELA-Literacy.RI.11-12.1 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. CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the authors 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). CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Lesson Activities 1. Begin the lesson by asking students to define the term, modern. Discuss the students responses. Technology Option: Ask this question using the PollEverywhere app. Students can text message or tweet their responses. The question can also be revised as a multiple choice question if most students in the class have older cell phones. 2. Show a picture of Marcel DuChamps Nude Descending a Staircase. Ask students to answer the following questions: -Can you identify the subject of Duchamps painting? Do you have problems identifying the subject? Why or why not? -What adjectives can be used to describe the subject of the painting? -How are time, space, and movement depicted in this painting? Technology Option: Call on students in the class randomly using the PickAStudent app. Hook your iPad up to a document camera so students can see their names being chosen. Allow the students selected to respond and comment on one anothers responses. 3. Refine your definition of modern using this picture. Redirect the class as necessary until they understand the basic characteristics of the time period and how it is different from the romantic period.
  • 2. 4. Before analyzing The Love Song of J. Alfred Prufrock, revisit a love poem by another American poet (try Wild Nights, Wild Nights by Emily Dickinson). Ask the students, Why is this poem a love poem? 5. Now ask students if this poem is a modern poem. Ask them for specific reasons why it is not, reminding them of the time period when Emily Dickinson wrote as a reason. 6. Point out to students that the poetic term stanza also means a room or habitation. Before reading Prufrock, tell students they should spend some time in each room to gain their footing before attempting to analyze the poem at large. 7. Pass out the Prufrock Analysis Worksheet, and read Prufrock with the class. Ask students to answer the questions, either individually or in groups. Technology Option: Use PoppletLite to rework the worksheet into a graphic organizer that students can complete on their smart phones. 8. Lead a full class discussion on the poem, using guiding questions on the qorksheet to walk through each stanza of the poem. Technology Option: Rather than discussing in class, post a prompt to your classes Edmodo page. Ask students to respond to one another online. 9. After closely reading the poem as a class, ask students a few wrap-up questions: 9.1. How are the subject of Duchamps painting and Prufrock similar? Consider the adjectives you used to describe the subject of Duchamps painting. In other words, how is your experience viewing the painting (and others from the Armory Show) similar to your experience reading The Love Song of J. Alfred Prufrock). How can you account for these similarities (e.g., sometimes you may not know exactly what you are viewing/reading)? 9.2. Ask students to compare Dickinsons love poem to Eliots love poem. Now ask students the following questions: Is Prufrock really a love poem? What elements get in the way of Prufrocks love? Students might suggest any of the following: his digressions, his fear of socializing, his bitterness toward the social world, his linguistic impotence, his self-questioning, his repetition, his social paralysis, his fear of aging, his self-doubt, his fear of women, and so forth. Technology Option: Use ShowMe Interactive in order to record the entire lesson and post to your class website for any students who were absent or may need a review. Assessment
  • 3. 1. Collect each students copy of the completed reading analysis worksheet for The Love Song of J. Alfred Prufrock. 2. Ask students to write a typed, one-page personal ad that describes J. Alfred Prufrock as an individual seeking love. The ad should be rooted in the poem itself, and you should use descriptive adjectives. 3. Ask students to write a character sketch of J. Alfred Prufrock. How do they picture him, and why? How would they describe his relationships with other people? 4. Write a typed, three-page paper on the following topic, Describe modernist poetry as you understand it, using concrete examples from T.S. Eliots The Love Song of J. Alfred Prufrock. Technology Option: Make any of these assessments mobile friendly by creating them on the 30Hands app.