Lesson Plan: The History of Sneakers/Ode to My Shoes

Guide students to read the articles. Once they understand them well, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

• In the article’s introduction, the authors say that Michael Jordan moved “like a ballet dancer” on the basketball court. What are they trying to say about Jordan? Why do you think they begin the article by saying this? (figurative language) This expression is meant to show that Jordan was a highly skilled and graceful basketball player. The authors begin the article this way to show how Jordan’s popularity and talent helped Nike sell sneakers. If Jordan had been an average player, people probably wouldn’t have cared as much about what he wore on his feet.
• What kind of people wore sneakers in the mid-1800s? What about in the 1900s? What caused this change? (compare and contrast) In the mid-1800s, mostly rich people wore sneakers. This was because only they could afford to have free time to play sports like tennis and croquet. Around 1900, this began to change. More and more people had vacations and weekends off from work. Gyms and public parks began to be built across the country, and a new sport, basketball, was invented. For all of these reasons, regular people (not just the rich) started playing sports and wearing sneakers.
• Based on the section “Hoops and Hip-Hop,” what are three reasons sneakers became popular from the 1970s on? (cause and effect) Shoe companies began making sneakers for a variety of activities and sports, such as running and basketball. Companies started using popular athletes in their ads. Finally, hip-hop helped make sneakers cool. The hip-hop group Run-D.M.C. even wrote a song about a pair of Adidas shoes.
• Why do you think the title of the poem is “Ode to My Shoes”? (central idea) The poem expresses the poet’s love and respect for his shoes, which cheerfully and comfortably take him wherever he goes. He is grateful for his shoes, so it makes sense for him to write an ode, or a poem of praise, to them. 

Critical-Thinking Questions (10 minutes)

• Why do you think celebrities have the power to sell products, such as shoes? Does it make sense to buy a product because a celebrity promotes it? Why or why not? (critical thinking) Sample answer: Many people admire celebrities, and it’s natural to think highly of the products a celebrity likes and uses. As consumers, we should be aware of this effect. Just because a celebrity promotes a brand or a product doesn’t mean that that brand or product is right for us. We should think about whether we’re buying something because it feels “cool” or because it will really serve us.
• Imagine that you were turning the poem “Ode to My Shoes” into a song. What kind of melody would you choose for it? Describe it using words or by giving examples of songs that it would sound like. Explain why you chose the melody you did. (tone) Answers will vary. Since the feelings in the poem are positive but the shoes in the poem are asleep, students will likely choose either a cheerful, upbeat melody or a lullaby. Encourage students to sing the poem the way they imagine it would sound as a song. The intent of this question is to have students think about the tone of the poem.

• Have students work in pairs or small groups to complete our Synthesizing Skill Builder.  (Click here to view all of your Skill Builders.)
• Writing Prompt: Think of something you own that you could write an ode to: your hat, your backpack, your favorite book, or anything else you’re thankful to have.  Write an ode to that item, in the same style as “Ode to My Shoes.” Use personification by imagining that the item is alive: What does it think, feel, want, and do?