StudySync Lesson Plan The Cremation of Sam McGee  

Objectives 1.

Engage students in the narrative elements, poetic techniques, and themes of “The Cremation of Sam McGee” so that they may develop an understanding of the poem’s meaning and are prepared to discuss and write, both critically and creatively, in response to the poem’s style and subject.

2. Practice and reinforce the following Grades 9-10 ELA Common Core Standards for reading literature, writing, and speaking and listening: READING: LITERATURE – RL.9-10.1-5, 10 WRITING – W.9-10.1-10 SPEAKING AND LISTENING – SL.9-10.1-6

 

Time    

130 minutes (with up to an additional 250+ minutes of extension possibilities)

   

Materials SyncTV Premium Lesson on Robert Service’s “The Cremation of Sam McGee”

   

Overview Robert Service’s poem set in the Canadian Yukon Territory balances the darkness of human mortality in harsh wilderness with the light feel of metered, rhyming, alliterative verse. Close inspection of the poem will allow students to think about how form fits function in creative writing as they ask themselves what makes this a poem and not a story and observe how the poet reveals aspects of the narrative (characters, plot and setting) through verse. Students will answer text-based questions and model the SyncTV students’ discussion, preparing thoughtful responses to the poem consistent with the Common Core Standards for the high school grades.

 

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Lesson Plan: The Cremation of Sam McGee

Background (10 minutes) 1.

Watch the Preview (SL.9-10.1-2). As a group, watch the video preview of the premium lesson. After viewing, use the following questions to spur a discussion: a. What do you know about the Klondike Gold Rush? How were the goals and journey of a prospector different than those of other pioneers? b. What are some different ways to tell a story? What is the difference between telling a story in a poem versus reading it in a book? c. What images stuck out to you in the preview? What do you imagine the setting of the poem will be? Can you make any guesses about what the poem will be like based on your knowledge of the Yukon, gold prospectors, narrative poems, and what you saw in the preview?

 

Extension (additional 80+ minutes) d. Discover (SL.9-10.2). If your classroom has a projector, show students some images of the Klondike Gold Rush using a Google Image search. Discuss what words and feelings come to mind while viewing these images. e. Read (RL.9-10.1-5, 10). Assign students Jack London’s The Call of the Wild as a premium lesson to give further context to the poem’s setting. For further reading, assign London’s “To Build a Fire” or other poems from Robert Service’s Songs of a Sourdough to better introduce students to this excerpt’s historical context. f.

Research (W.9-10.7-8). Have students visit further Internet resources for information on the Klondike Gold Rush (e.g., http://www.nps.gov/klgo/index.htm; http://www.nps.gov/klse/index.htm). Use these resources as a springboard for additional historical context before launching into the lesson.

 

Engaging the Text (120 minutes)  

2. Read the Text (30 minutes) a. Read and Annotate (RH.9-10.1-5). Ask students to read the introduction and the poem “The Cremation of Sam McGee.” Be sure to give them enough time to both read and annotate the text. If your classroom has a projector, you may want to model note-taking skills by reading and annotating the first paragraph as a class. If students are completing “The Cremation of Sam McGee” as a homework assignment, ask them to write any questions they have into the annotation tool– these questions are visible to you after the students submit their writing assignments or beforehand if you use the “Mimic” function to access the students’ accounts. i. Read. Ask the students to read the introduction and have a student volunteer read the poem aloud. Each student should have the poem in front of them and, if possible, it should also be projected on the board. ii. “What do you notice?” After hearing it for the first time, ask the students, “What do you notice?” This should be a free-form–discussion, anything that attracts attention in the poem is worth mentioning. If the conversation is having a hard time getting started, tell the students to pretend you’ve taken the poem away from them after the first reading and you just want to

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Lesson Plan: The Cremation of Sam McGee

know what they remember about it. iii. Read again with a pencil. Have another student read the poem aloud a second time, or use the audio feature on the site. This time, students should underline any image, phrase, or line that appeals to them—anything goes: something that sounds nice, a phrase that rings true, or something that is clearly stated. Ask that they underline at least three things as they listen to the poem. At the same time, they should circle any words or phrases that are unfamiliar to clarify later. iv. Ask questions. Each student should write at least two specific questions they have about this poem.

  Extension (additional 20 minutes) b. Listen and Discuss (SL.9-10.1-2). As a class, listen to the audio reading of the text. Ask students to use context clues to define key terms from the “Cremation of Sam McGee” glossary. Note whether the word is in contemporary use or has gone out of fashion. As a group, work to define any other unclear terms or ideas not listed in the glossary. c. Comprehend (RL.9-10.1-5, 10). Have students complete the multiple-choice questions. Collect papers or discuss answers as a class. d. Explain (ELL). Use sentence frames to distill what the narrative arc of the poem is: Sam McGee complains of _________________ during the journey over Dawson Trail. He asks to be _________________. The speaker honors his promise but finds the task difficult because _______________________________________. In the end of the poem, the speaker is surprised to find Sam McGee _______________.

  3. Watch SyncTV (30 minutes) a. Watch. Either watch the SyncTV discussion as a class or ask students to watch it on their individual computers. b. Focus (SL.9-10.1-3). Pay attention to the portion of the episode from roughly 0:402:05 as students debate the academic and critical merit of the poem. Consider both sides of the debate: is a poem like this worthy of critical appraisal? c. Focus (SL.9-10.1-3 and RL.9-10.2). Consider 4:00-4:55 as the SyncTV students speculate on the poem’s timelessness and whether some of the themes within are still relevant to a modern audience. d. Focus (SL.9-10.1-3 and RL.9-10.1-2, 4). Finally, focus on the portion of the episode from 7:54-9:35 as the SyncTV students discuss how the poem combines its “light” and “dark” elements. Think about the contrast at work here and how this contrast both creates meaning and makes the poem more entertaining. e. Discuss (SL.9-10.1-4 and RL.9-10.1-5, 10). After watching the model discussion, have a conversation with the class about the ideas discussed in the SyncTV episode. What new thoughts do they have after hearing the students' discussion? Next, divide students into small groups (3-4 students). Move around the room monitoring groups as students follow the SyncTV episode as a model to discuss some of the following questions:

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Lesson Plan: The Cremation of Sam McGee

1.

How do you imagine the speaker? In your group, come up with a profile of the speaker, “Cap” – including full name, age, physical appearance, and any other details you can think of (What is his family like? What are his hobbies?)

2. Choose one stanza to study and circle all the rhymes, developing an understanding of the pattern of rhyme in the piece. Then test this pattern on another stanza, checking to see if it is consistent throughout the piece. 3. What is the function of rhyme in the poem? What would the poem be like if it did not rhyme? Be specific as you list the ways in which the story would affect the reader differently if it did not rhyme. 4. Can you find anything that foreshadows the “twist” in the poem? Study how Sam McGee expresses himself in the piece and what the desires and emotions of the narrator are throughout the poem. Share what you believe happens to Sam McGee in the poem (there are several interpretations possible). Discuss with your group why you believe this to be true, using examples from the poem to support your answer. 5. What are the themes of this poem? Use phrases or lines from the text to back up your answer. 6. Track which aspects of the poem are light versus dark (figuratively), what makes the poem funny or lighthearted, and what are the parts that are a little more sinister? Use the text to create your lists. Extension (additional 50 minutes) f.

Debate (SL.9-10.1-6). Siding with either Troy or Ashley, have a class debate wherein students argue about the merits of Service’s poem. What is the value of studying a poem like this? What are the criteria of poetry that is worthy of critical examination? After the debate, identify which side better argued its case and why.

g. Record (SL.9-10.5-6). Have students, in groups or on their own, record a podcast of their own dramatic reading of “The Cremation of Sam McGee.” Have them pay careful attention to the way they read–the slightest changes in tone can alter the poem’s effect. h. Illustrate (SL.9-10.5 and ELL). Split the class into small groups, assigning each group a different scene or stanza from the poem to illustrate, using details from the poem to capture and translate the poem to illustration. In conjunction with the previous assignment, have students create an illustrated movie of the poem in iMovie (or similar multimedia program) using the drawings and recordings together.

  4. Think (10 minutes) a. Respond (W.9-10.1, 4). Ask students to read the “Think” questions, watch the corresponding video clips, and respond to the questions, either in class or for homework.

     

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Lesson Plan: The Cremation of Sam McGee

5. Write (50 minutes) a. Discuss (SL.9-10.1). Read the prompt you have chosen for students, and then solicit questions regarding the prompt or the assignment expectations. Whichever prompt you have chosen, make sure you are clear about the assignment expectations and the rubric by which you and the other students will be evaluating them. b. Organize (RL.9-10.1-5, 10 and W.9-10.1-2, 5). Ask students to go back and annotate the text with the prompt in mind. They should be organizing their thoughts and the points they’ll address in their writing as they make annotations. If you’ve worked on outlining or other organizational tools for writing, this is a good place to apply them. c. Write (W.9-10.1-2, 4-6, 8-10). Have students go through the writing process of planning, revising, editing, and publishing their writing responses. d. Review (W.9-10.4-6). Use the StudySync “Review” feature to have students complete one to two evaluations of their peers’ work based on your chosen review rubric. Have the students look at and reflect upon the peer evaluations of their own writing. What might you do differently in a revision? How might you strengthen the writing and the ideas?

  Extension (additional 100 minutes) e. Write (W.9-10.1-2, 4-6, 8-10). For homework, have students write an essay using one of the prompts you did not choose to do in class. Students should publish their responses online. f.

Write Argumentatively (W.9-10.1, 4-6, 8-10). Using the topic of the aforementioned debate, have students pretend they are the head of a school board that is deciding its curriculum for the coming term. Argue whether “The Cremation of Sam McGee” should be included on the curriculum, and why or why not, using arguments presented in the debate as well as the SyncTV episode. Make sure students cite details from both the excerpt and their own further research to validate their points.

 

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Lesson Plan: The Cremation of Sam McGee

SUPPLEMENTARY MATERIALS        

Key Vocabulary 1.

cremate (v.) – process of incinerating a person’s remains; to reduce to ashes

2. moil (v.) – to work hard 3. queer (adj.) – strange, odd 4. marge (n.) – margin, border, edge 5. homely (adj.) – plain, unattractive 6. mushing (v.) – to make a journey across snow in a dogsled 7. parka (n.) – a coat with a hood, meant for very cold weather 8. derelict (n.) – an abandoned vessel 9. grisly (adj.) – causing horror or disgust 10. ere (prep.) – before, until

   

Reading Comprehension Questions 1.

Why does Sam McGee leave Tennessee? a. Because it is too hot there b. Because he wanted an adventure c. Because he was searching for gold d. “God only knows”

2. Which of the following images describes how cold it was? a. “through the parka’s fold it stabbed like a driven nail” b. “the stars o’erhead were dancing heel and toe” c. “In the days to come, though my lips were dumb, in my heart how I cursed that load” d. “He crouched on the sleigh, and he raved all day of his home in Tennessee” 3. Why does Sam McGee want to be cremated? a. He hasn’t found gold b. He intended to die on this trip c. He doesn’t want to be buried in the ice d. He wants his ashes scattered in Tennessee 4. What does the phrase “you may tax your brawn and brains” mean in the context of the poem? a. Sam McGee must be cremated no matter the physical/mental demands b. Sam McGee wishes the speaker to be cremated with him c. Sam McGee’s weight will be paid in gold if he is not cremated d. Sam McGee has neglected to think about the death tax

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Lesson Plan: The Cremation of Sam McGee

5. Why does the speaker, Cap, seem upset about the task of cremating Sam McGee? a. Because he does not believe Sam McGee had to die b. Because Sam McGee’s body is very heavy to carry around while he finds the right spot to cremate him c. Because they are very far from Sam McGee’s home d. Because they cannot carry as much gold when they have the body 6. What does Cap use as a crematorium for Sam McGee’s body? a. A hole in the ice b. A funeral pyre c. An abandoned ship d. A broken-down cabin 7. Why does Cap leave after he puts Sam’s McGee’s body in to be cremated? a. He has to search for dinner b. He doesn’t want to be within hearing-distance c. He doesn’t want to be within smelling-distance d. He needs some time to clear his head 8. What is surprising about the cremation? a. Sam McGee is alive b. The fire causes a dark black smoke to crawl across the sky c. The fire does not melt the ice d. The fire goes out 9. What purpose does the refrain in the poem serve? a. Reminds us of Sam McGee’s background b. Puts the story of Sam McGee in the context of other tales about Arctic goldseekers c. Recounts the details of Sam McGee’s death d. Summarizes the poem 10. What type of literary device is illustrated in the phrase “he wore a smile you could see a mile”? a. Alliteration b. Metaphor c. Personification d. Hyperbole Answer Key

    1. D 2. A 3. C 4. A 5. B 6. C 7. B 8. A 9. B 10. D

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Lesson Plan: The Cremation of Sam McGee

Further Assignments 1.

Have students view and listen to a reading of “The Cremation of Sam McGee” recorded by Johnny Cash: http://www.youtube.com/watch?v=yJNZwuamwj0 There are some mistakes in the reading; have students look out for the mistakes as a way of close listening. Ask students to discuss how Cash interprets the poem through his reading—what emotional tone does he set for the piece based on the way he reads it? (SL.9-10.1-3)

2. Based on what the reader learns about Sam McGee in the poem, have students write a poem, prose narrative, or short play exploring a different time/situation in Sam McGee’s life—this could be anything from Sam McGee’s wedding day to Sam McGee’s favorite way to pass time to Sam McGee & his dog Butch. (W.9-10.3, 9) 3. Ask students to note the differences between the styles of narrative and lyric poetry. Use “The Cremation of Sam McGee” as a model for the narrative style and ask students to think of a poem they know that is lyric and compare/contrast the two. The conversation may start by simply asking students what they typically expect in subject and style. Have students write a poem, using Service’s as a fund for material, in a lyric style. Note that students may not want to or be able to cram all of the story that exists in Service’s poem in the new lyric version. Instead they may focus on a smaller moment, like the narrator’s struggle to honor his promise to Sam McGee or the image of Sam McGee’s ice- cubeheavy body warming in the incinerator. (RL.9-10.1, 4 and W.9-10.3, 9) 4. Have students write a poem in the rhyming, narrative style of Service that tells a story with a twist or surprise, using “The Cremation of Sam McGee” as a model. (W.9-10.3, 9) 5. Using a contemporary TV and print news journalism as a guide, have students create a news article or video news report about Sam McGee. Have students note how the story changes when translated into this medium (through details, tone, perception by the audience, and so on). (SL.9-10.5-6 and W.9-10.3, 9) 6. Identify a few aspects of the story of Sam McGee that reflect the culture it is being written from and for. These can range from the setting of the story to the strong sense of loyalty in keeping one’s promise. Write your own folk tale (in the form of a poem, like Service’s, or as a story if you wish) that reflects the time, place, and ideas of another culture. (ELL)

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Lesson Plan: The Cremation of Sam McGee