1. Objective
Read and analyze “New Orleans” by Joy Harjo and an article about Hurricane Katrina in order to determine author’s purpose and to distinguish between what is directly stated and what is implied.
RL.11.6, RI.11.6

2. Access Background Knowledge
List everything you know about New Orleans.

3. Independent Research
Students can choose one resource in order to learn more about New Orleans.
Creoles - history and background on Creoles
The French Quarter - short history which discusses the beginnings as well as the architectural influences.
Louisiana State Museum - Scroll down to see the links to places in New Orleans which discusses the history and architecture of buildings.
Multicultural History of New Orleans - information on the many cultures found in New Orleans.
New Orleans French Quarter History - this website is an architectural walking tour of the French Quarter integrating many photos and the history of the area.
Plan of New Orleans - a street map showing the layout of the city.

4. New Orleans in the news Choose one of the linked news reports.
After viewing your clip, answer the following questions: (Be prepared to share your observations with the class)
Summarize the clip.
What information about New Orleans does the clip share?
Why is it important to understand the information about New Orleans that is in the news clip?
Links to news clips:
Urban Pioneers New Orleans
Katrina Kids and PTSD
Ten Years After Katrina
Lessons Learned from Katrina

5. “New Orleans” by Joy Harjo
Read “New Orleans” in Collections pages 97-99
While reading, consider the following questions:
What theme does Harjo develop in the poem?
How does Harjo’s imagery reinforce that theme?
How does the figurative language and poetic device used by Harjo support her theme?
As a class, discuss what New Orleans means to the speaker based on the poem.

6. Additional Background Knowledge
Read the following information about the Creek Indian Removal. Creek Indian Removal How does this change your understanding of the poem?
If this lesson is going to take place over two days, this is a good stopping point for day one. The question serves as a small assessment.

7. What is TPCASTT

8. In pairs, complete the TPCASTT for the poem “New Orleans”
Think, Pair, Share
In pairs, complete the TPCASTT for the poem “New Orleans”
Once students complete their TPCASTT, teachers should choose a method to share answers and create a classroom consensus.

9. Transition
The Creek Indian Removal was not the only tragedy to affect people growing up in New Orleans
What do you know about Hurricane Katrina?

10. Read the article “Katrina Had a Lasting Effect on Those Who Were Kids”
USA Today "Katrina Had a Lasting Effect on Those Who Were Kids"
While reading, consider the following:
What is the author’s purpose?
What are the unique elements of the author’s style?
How does the content make this article more persuasive and powerful?

11. Hurricane Katrina Data
Move beyond what the data directly says. Based on what you understand about New Orleans, what is the graphic implying?
Recovery by the Numbers Graphic

12. Formative Assessment
Consider all of the texts read for today’s lesson.
What is the author’s purpose in each text?
Why did the author choose the specific structure and how does each text move beyond a direct statement to an implied meaning about growing up in New Orleans?
Cite specific lines from each text to support your response.

13. Extension
Write a brief poem or descriptive paragraph modeled after “New Orleans” by Joy Harjo in which you share details about the place where you grew up and what it means to you.
This is an optional extension designed to provide students with the opportunity to make a connection based on where they live and/or grew up.