The "Colossus" in the title of today's poem refers to the Statue of Liberty. Ask students if anyone might know the word "Colossus" from the title slide? If not, ask for volunteers to raise their hand if they know what the word "colossal" means? If they do, and they say "large" or "giant," then explain that a colossus is a gigantic statue or a person with giant size or power.
#The new colossus how to
Tell students that today we will discuss how to determine an author's viewpoint in a poem. Introduce the lesson, beginning with the title on slide two. The vocabulary graphic organizer, the T-Chart activity, and the extension choices all serve as assessments of this lesson. Students may complete a Google Expeditions activity by virtually "touring" the Statue of Liberty. Students imagine themselves as newly arrived immigrants seeing the Statue of Liberty for the first time. Several options are provided as an extension of the lesson. They complete a T-Chart activity using the highlighted phrases and draw a conclusion about the author's perspective regarding the Statue of Liberty and immigration. The student pairs then work together to highlight phrases they perceive as either positive or negative. The teacher reads the poem aloud and asks partners to share their contextually-derived definitions of words in the poem as each line is read.
Students work with a partner to determine the meaning of the unfamiliar words in the context of the poem. Students listen to a reading of the poem, "The New Colossus." They read the poem a second time and write down words or phrases that are unfamiliar. Students collectively brainstorm all they know about the Statue of Liberty.
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