40 Minutes Lesson Plans
Out of the Dust
40
60
90
Day 1
Outcomes for Today
Reading Outcomes
CCSS.ELA-LITERACY.RL.9-10.1; CCSS.ELA-LITERACY.RL.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.
Writing Outcomes
CCSS.ELA-LITERACY.W.9-10.4; CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Speaking and Listening Outcomes
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA/History/Social Studies Outcomes
CCSS.ELA-LITERACY.RH.9-10.3; CCSS.ELA-LITERACY.RH.11-12.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Language Outcomes
CCSS.ELA-LITERACY.L.9-10.5; CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Prepare
Background
Gather background knowledge about a place, time, event, person, or thing.
What Caused the Dust Bowl?
The Dust Bowl was caused by a rapid succession of multiple droughts as well as devastating environmental, economic, and policy actions, that occurred in the southwestern Great Plains during the 1930s. The Great Plains had been fertile soil for the farmers that settled there after the passing of the Homestead Act. Repeated plowing of the land, grazing from cattle, and the use of dry crops contributed to the destruction of the prairie grasses that made up the plains. The grasses had held the soil in place, so once they were damaged there was nothing keeping the land in place. Environmental consequences began to impact the devastated land, specifically drought and strong winds. The winds swept through the Great Plains, picking up clouds of damaged topsoil soil along with it. The dust smothered the already struggling crops and left a path of destruction in communities. At times, the dust was dense enough to prevent visibility. After the dust storms passed, everything in their path would be covered in thick layers of dust. By the mid-1930’s the conditions had turned the Great Plains into a desert and prompted the government to develop programs to change the basic farming methods of the region. Nineteen states in the heartland of the United States were impacted, with the Panhandle region of Oklahoma experiencing the greatest hardship. With no chance of making a living, farm families abandoned their homes and land, heading west to become migrant laborers.
Optional:
- Access the Library of Congress page titled “Great Depression and World War II: The Dust Bowl.” (http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/depwwii/dustbowl/)
- Find the Photograph Collage links.
- Did the photos help you imagine how life was like during the Dust Bowl? What new information did you gain from the photos?
Terms
Review the definitions in the Glossary. Write or discuss two examples for each term.
| genre | stanza | couplet | refrain | narrative poem |
Read
Review
Review words and ideas about poetry.
|
HOW TO READ A POEM?
TIP: Do not begin to analyze the poem until you have read it in its entirely multiple times. |
Read
Read the poem.
Read the poem “On Stage” (p. 13)
| Setting | Character | Pages |
| Palace Theater | Billie Jo, Mad Dog, Black Mesa Boys |
13 |
Respond
Timeline
Events occurring before the selected poems.
Today, you will read the poem on page 13. Here is a summary of events from the poems in pages 1-12.
- Billie Jo, her father, and her mother live on an Oklahoma farm. They struggle financially because the drought is killing the crops.
- Billie Jo enjoys playing the piano.
- Billie Jo was asked to play piano at the Palace Theater by her school’s music teacher, Arley Wanderdale.
Explore
Analyze
Analyze the poem.
- Based on the adjectives Billie Jo uses, can you guess what kind of music she plays? Explain your answer using quotes from the poem.
- In a visual poem, the lines form a pattern that is associated with the content of the poem. What pattern do you see in this poem? Why did the poet use this pattern?
Extend
Write
Write a short product based on today’s prompt to connect to the unit theme.
Respond to the writing prompt. Write a minimum of two paragraphs (200 words).
Provide evidence from the text and use as many details as possible.
- Billie Jo describes her hobby – playing the piano. How does playing the piano makes her feel? What hobbies and activities make you happy?
Close
Close by extending today’s lesson to life and the world.
Do you think the Dust Bowl could happen again? Why or why not?
Day 2
Outcomes for Today
Reading Outcomes
CCSS.ELA-LITERACY.RL.9-10.1; CCSS.ELA-LITERACY.RL.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.
Writing Outcomes
CCSS.ELA-LITERACY.W.9-10.4; CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Speaking and Listening Outcomes
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA/History/Social Studies Outcomes
CCSS.ELA-LITERACY.RH.9-10.3; CCSS.ELA-LITERACY.RH.11-12.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Language Outcomes
CCSS.ELA-LITERACY.L.9-10.5; CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Prepare
Background
Gather background knowledge about a place, time, event, person, or thing.
What was the Great Depression?
The sense of prosperity which characterized the 1920s abruptly ended with the stock market crash of 1929. People lost their jobs, savings, homes, and farms. One in three adults was unemployed. The Great Depression led to economic and political instability in other countries as well. As the 1930’s and the depression progressed, international tensions began to escalate and people became aware of the potential of another world war.
Terms
Review the definitions in the Glossary. Write or discuss two examples for each term.
| tone | metaphor | simile | free verse | blank verse |
Read
Review
Review words and ideas about poetry.
|
Questions to ask about a poem After reading the poem, ask yourself these questions:
TIP: Write a summary of the poem. Putting the concept in your own words can help you conceptualize the meaning. |
Read
Read the poem. Preferably read the poem aloud.
Read the poems “Wild Boy of the Road” (pp. 58–59) and “Family School” (pp. 121–122).
| Setting | Characters | Pages |
| Kelby home | Billie Jo, Ma, Daddy, a boy | 58–59 |
| Classroom | The Williams family, Miss Freeland, Billie Jo, classmates | 121–122 |
Respond
Timeline
Events occurring before the selected poems.
Today, you will read the poems on pages 58 and 121. Here is a summary of events from the poems in pages 14–57.
- Billie Jo says the family farm has not produced a good crop in three years.
- The drought of 70 days was ended with a small rainfall.
- Billie Jo begins to make money by performing at different venues with Arley and the Black Mesa Boys.
Here is a summary of events from the poems in pages 107–120.
- Billie Jo and her father continue to grow more distant from one another. Billie Jo feels metaphorically haunted by her mother’s presence in their house.
- The Government sent food to aid families.
- A migrant family sought shelter in the school and asked if they could stay until their baby was born. Miss Freeland permits the family to stay as long as they need.
Explore
Analyze
Analyze the poem.
- What is the significance, if any, of the boy not having a name?
- In what ways are these poems similar? What theme do they share?
- What virtues do the Kelby family and Miss. Freeland practice by offering assistance to the migrating visitors?
- How do the titles relate to the poems message?
Extend
Write
Write a short product based on today’s prompt to connect to the unit theme.
Respond to the writing prompt. Write a minimum of two paragraphs (200 words).
Provide evidence from the text and use as many details as possible.
- The poems “Wild Boy of the Road” (pp. 58-59) and “Family School” (pp.
121-122) show interactions between Billie Jo’s family and the community.
What values can you find in these poems that serve as an example of ways
families and communities can support one another?
Close
Close by extending today’s lesson to life and the world.
Day 3
Outcomes for Today
Reading Outcomes
CCSS.ELA-LITERACY.RL.9-10.1; CCSS.ELA-LITERACY.RL.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.
Writing Outcomes
CCSS.ELA-LITERACY.W.9-10.4; CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Speaking and Listening Outcomes
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA/History/Social Studies Outcomes
CCSS.ELA-LITERACY.RH.9-10.3; CCSS.ELA-LITERACY.RH.11-12.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Language Outcomes
CCSS.ELA-LITERACY.L.9-10.5; CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Prepare
Background
Gather background knowledge about a place, time, event, person, or thing.
What was the “New Deal”?
Franklin D. Roosevelt’s New Deal aimed to promote economic recovery. Federal agencies were established to control agricultural production, stabilize wages and prices, and create a public works program for the unemployed. Under the New Deal, local authorities implemented the Soil Erosion Service and the Prairie States Forestry Project. These programs provided jobs to local farmers, promoted planting trees as windbreaks on farms across the Great Plains, and established new farming techniques to protect the soil.
Terms
Review the definitions in the Glossary. Write or discuss two examples for each term.
| Onomatopoeia | assonance | consonance | alliteration | synecdoche |
Read
Review
Review words and ideas about poetry.
|
What is rhyme? Rhyme: Rhyme is a harmon of words with similar sounds. There are different types of rhyme, but commonly used are the end and internal rhymes. End rhymes occur at the end of a line. An example of end rhyme can be seen in the last words in the lines of Twinkle Twinkle Little Star: star/are and high/sky. Internal ryhmes occur within a line or stanza. An example of internal rhyme is: The long light shakes across the lakes. Rhymes commonly appear in a pattern, called a rhyme scheme. A rhyme scheme is often noted with a letter from the alphabet. For an example of a rhyme scheme, we will refer back to Twinkle Twinkle Little Star. This stanza has an a-a-b-b pattern. Twinkle, twinkle, little star, A Noticing the pattern of rhyme can help readers understand the meaning and add effect. Some poems do not rhyme and instead use other tools such as language and sentence structure to give meaning; these poems are referred to as blank verse. |
Read
Read the poem. Preferably read the poem aloud.
Read the poem “First Rain” (pp. 104–106)
| Setting | Characters | Pages |
| Kelby home, walking to town, schoolhouse | Billie Jo, | 104–106 |
Respond
Timeline
Events occurring before the selected poems.
Today, you will read the poem on page 104. Here is a summary of events from the poems in pages 60–103.
- Billie Jo’s mother and newborn brother pass away in a tragic fire. Although not blamed directly, Billie Jo heard whispers of her role in the tragedy.
- After the deaths of her mother and brother, Billie Jo and her father begin to drift apart in their grief.
- Billie Jo’s hands were injured in the fire and she now struggles to play piano and perform daily tasks. She is embarrassed by the appearance of her hands.
- Billie Jo’s father gets a job excavating land for electrical towers to be installed.
- Billie Jo no longer makes money by playing piano due to her injuries, but she tries to keep playing.
Explore
Analyze
Analyze the poem.
- What themes are present?
- What is the tone?
- How do the first two stanzas contrast from the rest of the poem?
- Besides water, what else does the rain provide Billie Jo and the farmers?
Extend
Write
Write a short product based on today’s prompt to connect to the unit theme.
Respond to the writing prompt. Write a minimum of two paragraphs (200 words).
Provide evidence from the text and use as many details as possible.
- The poem “First Rain” (pp. 104-106) shows the community feeling hope and gratitude for the rain. What are ways communities can feel hope and increase moral during times of hardship?
Close
Close by extending today’s lesson to life and the world.
Day 4
Outcomes for Today
Reading Outcomes
CCSS.ELA-LITERACY.RL.9-10.1; CCSS.ELA-LITERACY.RL.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.
Writing Outcomes
CCSS.ELA-LITERACY.W.9-10.4; CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Speaking and Listening Outcomes
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA/History/Social Studies Outcomes
CCSS.ELA-LITERACY.RH.9-10.3; CCSS.ELA-LITERACY.RH.11-12.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Language Outcomes
CCSS.ELA-LITERACY.L.9-10.5; CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Prepare
Background
Gather background knowledge about a place, time, event, person, or thing.
Where did people migrate?
The Great Depression and Dust Bowl left many farmers in the Great Plains region struggling, and soon thousands of families packed up their belongings and headed west for California; with the majority of people leaving from Oklahoma. California was a popular destination because of its mild climate and diverse crops, something that appealed to farmers who hoped to start over. People were lured to California by popular songs and stories that exaggerated the fertile qualities Californian soil. When families arrived, they were saddened to see that California had been impacted by The Great Depression and jobs were not nearly as prevalent as rumored. Many families were turned away at the California border, and those who found work did not make enough money to support themselves. To maintain an income, families followed the harvest around the state. Photographer Dorothea Lange captured the migrant experience through her photographs.
Terms
Review the definitions in the Glossary. Write or discuss two examples for each term.
| Meter | feet | image | symbol | allusion |
Read
Review
Review words and ideas about poetry.
|
What is rhythm? Rhythm is sound in movement. When you think about rhythm, think about a heartbeat or the rise and fall of breathing; it is all around us. Rhythm n poetry is a pattern of stressed or unstressed syllables; a pattern of emphasis. Synonymous with rhythm is meter, you may see these words used interchangeably. Meter is a way to describe the rhythmic pattern and of keeping time in a poem. Some people count their steps when they dance to ensure they are moving in time with the music; the same can be seen with poetic meter. Meter is a distinguishing aspect of poetry because the words and order of the words are irreplaceable to maintain the metric pattern. The words were chosen for a reason, and no other word will fit. An author may shorten a word, or use another word in its place as a method to maintain the desired rhythm. Some poets may shift the rhythm throughout the poem in order to add pauses, express emotion, and to help give the poem an active voice. As you read a poem, think about the meter; what kind of movement is the author trying to produce? Think about how the rhythm of the poem effects the meaning. Some poems ignore the rules of meter and rhythm and are called free verse. |
Read
Read the poem. Preferably read the poem aloud.
Read the Chapter “Met” (pp. 205–206)
| Setting | Character | Pages |
| Billie Jo returns from her train ride to the West. | Billie Jo and her father | 205–206 |
Respond
Timeline
Events occurring before the selected poems.
Today, you will read the poem on page 205. Here is a summary of events from the poems in pages 123–204.
- The migrant family staying in the schoolhouse have their baby and leave to continue their journey West.
- Billie Jo competes in a talent show and is able to play piano despite the pain in her hands. Once she got in the rhythm of playing she could not feel the pain above the thrill of the music. She won the third place prize of $1.
- Billie Jo’s father begins attending night school so he will have skills in case the farm fails.
- The government lends farmers money to keep their farms in operation.
- Billie Jo is bitter from the dust, the silence from her father, and the death of her mother; she decides to run away.
- Billie Jo left at night, without saying goodbye to her father, and boarded a train heading West. She speaks to a man on the train and comes to understand that she needs to return. Billie Jo departs the train in Arizona and gets on one heading home.
Explore
Analyze
Analyze the poem.
- Billie Jo’s father met her at the station; in what figurative ways are they meeting each other?
- Billie Jo returned to her father despite her intent to go West to escape the dust. What themes do her actions imply? What themes are explicitly stated?
- Billie Jo says she cannot escape the dust because it is inside her. Within this context, what can the dust be a metaphor for?
Extend
Write
Write a short product based on today’s prompt to connect to the unit theme.
Respond to the writing prompt. Write a minimum of two paragraphs (200 words).
Provide evidence from the text and use as many details as possible.
- How can forgiveness change the relationship Billie Jo has with herself and
her father?
Close
Close by extending today’s lesson to life and the world.
Folk singers like Woody Guthrie wrote songs about their experiences during the Dust Bowl. Guthrie’s album Dust Bowl Ballads includes songs with titles such as “The Great Dust Storm” and “Dust Can’t Kill Me” that help modern listeners understand the times. Listen to music by Woody Guthrie. How is this music similar or different to modern music? Are modern musicians making music about the environment?
Day 5
Outcomes for Today
Reading Outcomes
CCSS.ELA-LITERACY.RL.9-10.1; CCSS.ELA-LITERACY.RL.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.
Writing Outcomes
CCSS.ELA-LITERACY.W.9-10.4; CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Speaking and Listening Outcomes
CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
ELA/History/Social Studies Outcomes
CCSS.ELA-LITERACY.RH.9-10.3; CCSS.ELA-LITERACY.RH.11-12.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Language Outcomes
CCSS.ELA-LITERACY.L.9-10.5; CCSS.ELA-LITERACY.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Prepare
Background
Gather background knowledge about a place, time, event, person, or thing.
How did the Dust Bowl end?
Relief from Dust Bowl conditions came in various ways at different times. There is not a singular explanation we can look at, but there are major contributors to explore. In response to the environmental conditions that influenced the Dust Bowl, President Franklin D. Roosevelt started the Shelterbelt Project. It was thought that native trees could help protect the land from erosion and provide a windbreak. Soon trees spanned 100-miles between Canada and northern Texas. Along with the trees, millions of acres of land were planted with buffalo grass which is a hearty land cover. Farmers were also taught ways to plant crops in ways that would not damage the soil. Within a year of this project there was a reduction in the amount of soil blowing. Agricultural reform and trees were making a difference, but the drought was not ended until the rain came in 1939. The end of the drought made more progress possible and helped put an end to dust storms and regrow crops. At the same time as the rain came, World War II was coming too. World War II helped pull the United States out of the Great Depression due to war time labor demands, and ushered a new era of jobs and social changes.
Terms
Review the definitions in the Glossary. Write or discuss two examples for each term.
| pardox | parallelism | personification | hyperbole | understatement |
Read
Review
Review words and ideas about poetry.
|
What is poetic language? The choice of language a poet uses is called diction. The language carries meaning, both literal and figurative, and provokes emotion in readers. As your read a poem, think about why the author chose the word they did, and ask yourself if there is a meaning beyond the literal definition. Look for figurative language such as metaphor, similes, symbols, and imagery. Language can tell readers about the speaker, and also the poet. Readers can infer information such as the time period, the speaker’s background, and the speaker’s values or personality all from the language used. |
Read
Read the poem. Preferably read the poem aloud.
Read the poem “Finding a Way” (pp. 225–227)
| Setting | Characters | Pages |
| Kelby home | Billie Jo, her father, Louise | 225–227 |
Respond
Timeline
Events occurring before the selected poems.
Today, you will read the poem on page 225. Here is a summary of events from the poems in pages 207–224.
- Billie Jo and her father are working on rebuilding their relationship and their farm.
- Billie Jo’s father visits the doctor as he promised Billie Jo he would, he is diagnosed with skin cancer.
- Billie Jo’s father met Louise while attending night school and began a relationship with her.
- Billie Jo starts playing piano every day and feels as if her family is a team again.
Explore
Analyze
Analyze the poem.
- In what ways is the growing of crops related to Billie Jo’s idea of growing as a person?
- Consider the context of this poem. What can you infer as happening in the background?
- Why do you think the book ended with this poem? What emotions does this poem evoke? What meaning does it leave readers with?
Extend
Write
Write short product based on today’s prompt to connect to the unit theme.
Your final writing product will be an expository essay in response to the following question:
The Dust Bowl and Great Depression occurred in the 1930s, but without preventative measures, environmental and financial hardships of a similar nature can occur again. Consider current events and how they compare to the events in the book.
What roles can individuals and communities act upon to help prevent an environmental disaster such as the Dust Bowl from occurring in the future?
Remember that even small changes can make a difference.
Your essay should include at least 300 words (one page double-spaced).
The essay should be concise – avoid repetition and redundancy in statements. Use the following checklist to evaluate your work:
- The essay begins with a clear argument.
- The essay provides examples to clarify on the reasoning.
- The essay includes good transition sentences and phrases.
- The essay thoughtfully presents counterarguments.
- There is a topic sentence in each paragraph.
- There is a logical progression from one paragraph to the next.
- The essay ends with a strong conclusion.
Create a timeline to organize your writing schedule.
- Add dates in the right-side column.
- Add lines to the schedule, as needed.
| What | When |
| Create a thesis statement | |
| Collect and organize ideas and facts | |
| Complete an introduction paragraph | |
| Complete the body paragraphs | |
| Complete the conclusion paragraph | |
| Read thorough and refine | |
| Submit first draft | |
| Revise based on feedback | |
| Submit final draft |
Close
Close by extending today’s lesson to life and the world.
John Steinbeck’s novel The Grapes of Wrath is a famous depiction of the Dust Bowl and the migration of families to California. His novel was made into a movie in 1940. Watch the Grapes of Wrath movie and compare the representation of migration with modern migration; what are the similarities and differences?