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Instructor: Ms.

Abby Hasebroock
Course: English 110- Global Voices
Period: A Period- C Day; D, G, I Periods- K Day
Date: Monday, January 25, 2016; Tuesday, January 26, 2016

Topic: Toge Sankichi poem- The Shadow

Lesson Objectives
Students will evaluate tone, diction, and imagery in a poem to understand the
experience of the Japanese in WWII
Students will compose a poem about preservation of a culture and history

Lesson Plan

Segment IPP Activity Time and

Element Materials

Opener/ Action Everyone: 10 minutes

Do Now Experienc
Pull Poetry 5.12 In Class- Toge
Sankichi The Shadow Worksheet
into Notability and begin working

These questions are rooted in the

previous nights reading of the poem

Anchor Action Early Finishers: 1-3 minutes

Activity Notability
for early What questions do you have about this
finishers poem? Write them in the margins.

Activity 1 Context Context for the Atomic Bomb in 10 minutes

WWII No materials (put
Japan bombed Pearl Harbor on Dec 7, devices away)
1941, killing 2,400 people
The U.S. dropped two atomic bombs on
Japan on August 6 and 9, 1945
The bomb in Hiroshima killed 140,000
The bomb over Nagasaki killed 80,000
Poem Context: the bombing of
Hiroshima on August 6, 1945 to cause
the Japanese to surrender
Watch this WWII footage:
Consider both sides of the story

Activity 2 Action Lets read the poem out loud 20 minutes

Students access PDF provided in
previous nights homework
Subject: how visitors react to physical
evidence of the atomic holocaust
Highlight the diction that paints a
picture of the bomb
Find imagery that shows the impact of
the explosion
Consider the repetition of the phrase
the shadow
What is it?
Repetition serves as a reminder of the
shadow that decimated the city and its

Analyzing The Shadow

While the poem is about the deadly
ramifications of nuclear weapons on
humanity, the poem does not end here
The piece discusses the new
Hiroshima that is being built in the
shadow of the old city
Tone: sour, critical, disappointed,
The poet does not like the new
Hiroshima that is being built


Preserving a Place
How do you feel about the foreign
tourists taking pictures at this site?
What does it mean that the shoeshine
boy does not know why people want to
Theme: Despite new developments,
the memory of ones homeland should
never be forgotten by its survivors
Ironically, Sankichi died at age 36 from
complications due to radiation
Further, the Japanese government
recently motioned to demolish his
Who is left to remember the old

e Class Question: How do you preserve a
place that has been utterly decimated?
What is worth preserving?
Find a neighbor and discuss!

Activity 3 Action Poem Composition: Preservation 8-10 minutes

Write a 10 line (minimum) poem about
preservation of a place that has been
destroyed by conflict, natural disaster,
or negligence.
Potential topics:
Hurricane Katrina in New Orleans, 2005
The attack on the World Trade Center in
New York City on September 11, 2001
Saint Mary of the Angels School in
Chicago, destroyed by a fire, 1958
The Battle of Pearl Harbor in Hawaii,
Preserving oceans, lakes, forests,
national parks
Or perhaps something personal (for
Experienc you, your family, your culture, your city)
What exactly should be preserved?
As the years go by, do you think the
place/event will fade into memory if it is
Reflection not preserved?
Is preserving jagged pieces of the
building an effective way to keep the
memories alive?
Are public memorials, like plaques or
memorials, a revered enough way to
honor the past?

Closure/ How can we take action today to 2 minutes

Exit Slip Reflection preserve the places that we believe are

Students will have completed active annotation and discussion in todays class
period, demonstrating understanding of content, tone, and diction

Homework Evaluation
Students will compose a first draft of a poem on preservation, the theme of the
Students will submit 10-line poem to Google Classroom