On Being Brought from Africa to America by Phillis Wheatley

Literature Lesson Plans - Sykalo Eugen 2024

On Being Brought from Africa to America by Phillis Wheatley

Grade Level: This lesson plan is intended for High School English, ideally 11th or 12th grade.

Subject: Literature

Time Allotment: One class period (approximately 50 minutes)

Learning Objectives:

  • Students will be able to analyze the poem's structure, rhyme scheme, and use of language.
  • Students will be able to identify the central themes of religious conversion and the contrast between Africa and America.
  • Students will be able to discuss the complexities of the poem, considering Wheatley's voice and perspective as an enslaved person.

Materials:

  • Copies of "On Being Brought from Africa to America" by Phillis Wheatley
  • Whiteboard or projector
  • Markers or pens
  • Worksheet with analysis prompts or graphic organizer (optional)

Lesson Procedure:

  1. Introduction (10 minutes):
  • Briefly introduce Phillis Wheatley and her historical context as an enslaved African American poet.
  • Mention the significance of her work and her position as one of the first published African American poets.
  1. Close Reading Activity (20 minutes):
  • Distribute copies of the poem "On Being Brought from Africa to America."
  • Guide students through a close reading activity, focusing on:

✵ Structure and form: Identify the number of stanzas and lines. Is there a specific rhyme scheme?

✵ Use of language: What kind of vocabulary does Wheatley use? Are there any figures of speech (e.g., metaphors, similes)?

✵ Imagery: How does Wheatley use sensory details to describe Africa and America?

  1. Theme Discussion (20 minutes):
  • After close reading, lead a class discussion on the central themes of the poem:

✵ Religious Conversion: How does Wheatley portray Christianity as a positive force in her life?

✵ Africa vs. America: How does the poem contrast the speaker's homeland with her new surroundings?

✵ Consider the complexity of the poem:

  • How does Wheatley express both gratitude for Christianity and the harsh reality of her enslavement?
  • Is the speaker truly "benighted" in Africa, or is there a sense of lost innocence or cultural identity?
  1. Wrap-Up (10 minutes):
  • Discuss the enduring power of Wheatley's poem and its contribution to American literature.
  • Briefly mention other works by Wheatley or other enslaved writers, sparking students' interest in further exploration.

Differentiation:

  • Provide scaffolding for close reading by offering guiding questions or a graphic organizer that focuses on specific literary devices.
  • Offer different options for students to analyze the poem, such as creating a visual representation of the contrasting imagery or writing a diary entry from the speaker's perspective.
  • Allow students to choose another poem by Wheatley to compare and contrast with "On Being Brought from Africa to America."

Extension Activities:

  • Students can research the history of slavery in America and how it impacted enslaved people's religious beliefs and practices.
  • Have students write their own poem responding to Wheatley's work, taking a different perspective on the journey or religious conversion.
  • Explore how other enslaved writers have addressed similar themes in their work.

Assessment:

  • Participation in close reading activities and class discussions
  • Completed worksheet or graphic organizer analyzing the poem (if used)
  • Short reflection essay on the complexities of the poem and Wheatley's voice