American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance. Overview

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1 American Literature, Quarter 3, Unit 2 of 3 The Modern Age and the Harlem Renaissance Overall days: 10 (1 day = minutes) Purpose Overview In this unit, students examine the historical, social, and cultural forces that shaped the Harlem Renaissance, and they demonstrate their understanding by writing a narrative mimicking the style of a Harlem Renaissance author. Close reading of the selected texts in this unit should focus on how the authors choice of language and structure contribute to the overall aesthetic value of the text. Content to be learned Understand the historical context of the Harlem Renaissance. Analyze figurative and connotative meanings. Determine two or more central ideas of a text and analyze their development over the course of the text. Demonstrate knowledge of foundational works of American literature from the Harlem Renaissance. Develop a historical narrative modeling another writer s style. Processes to be learned and used Explain how historic context influences narrator s point of view or author s style. Analyze the impact of specific word choices on meaning and tone, paying particular attention to idioms, dialect, regional expressions, and slang, juxtaposition, and concrete details. Examine how central ideas from multiple texts interact and build on one another, leading to a complex analysis during and after reading and in discussion. Synthesize and evaluate information within or across texts. Write a historical narrative mimicking one of the works studied in this unit. Essential questions students should be able to answer by end of unit What historical, social, and cultural forces shaped the Harlem Renaissance? What does Johnson s poem say about the vitality of the city during the Harlem Renaissance? What details of Southern life did Hurston consider worthy of recording and celebrating? How does Hughes perceive African Americans and their rightful place in American culture? Why was Harlem the center of the renaissance of African American arts in the 1920s and 1930s? Providence Public Schools, in collaboration with the D-69

2 American Literature, Quarter 3, Unit 2 The Modern Age and the Harlem Renaissance (10 days) Written Curriculum Common Core State Standards for English Language Arts Reading Reading Standards for Literature Craft and Structure RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Integration of Knowledge and Ideas RL Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Reading Standards for Informational Text Key Ideas and Details RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas RI Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Writing Text Types and Purposes W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. D-70 Providence Public Schools, in collaboration with the

3 The Modern Age and the Harlem Renaissance (10 days) American Literature, Quarter 3, Unit 2 Speaking and Listening b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Comprehension and Collaboration SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Presentation of Knowledge and Ideas SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Language Conventions of Standard English L Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam- Webster s Dictionary of English Usage, Garner s Modern American Usage) as needed. Providence Public Schools, in collaboration with the D-71

4 American Literature, Quarter 3, Unit 2 The Modern Age and the Harlem Renaissance (10 days) L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. Knowledge of Language L Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. a. Vary syntax for effect, consulting references (e.g., Tufte s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. Vocabulary Acquisition and Use L Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Notes, Clarifications, and Prerequisites In this unit, students examine the historical, social, and cultural forces that shaped the Harlem Renaissance, and they demonstrate their understanding by writing a narrative mimicking the style of a Harlem Renaissance author. Students will be revisiting narrative writing with a particular focus on developing characters and experiences within the historical, social, and cultural context of the Harlem Renaissance, which will be a challenge for them. Close reading of the selected texts in this unit should focus on how the authors choice of language and structure contribute to the overall aesthetic value of the text. Students will continue to examine early twentieth-century foundational works of American literature in following unit. D-72 Providence Public Schools, in collaboration with the

5 The Modern Age and the Harlem Renaissance (10 days) American Literature, Quarter 3, Unit 2 Taught Curriculum Learning Objectives Students will be able to: Understand the historical context of the Harlem Renaissance by integrating and evaluating multiple sources of information presented in different media or formats (e.g., visually, quantitatively) in order to draw conclusions about the works or authors of the era. Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text, paying particular attention to author s voice. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful, paying particular attention to idioms, dialect, regional expressions, and slang. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another, to provide a complex analysis during and after reading and in discussion. Demonstrate knowledge of foundational works of American literature from the Harlem Renaissance, including how two or more works from the era treat similar themes or topics, in discussion and in writing Write a historical narrative mimicking one of the works studied in this unit. Resources American Literature, Glencoe McGraw-Hill, Teacher Edition, 2009 Unit Five Beginnings of the Modern Age (pp ) Timeline By the Numbers Being There Historical, Social, and Cultural Forces Big Idea #3, The Harlem Renaissance (pp ) Part Three: The Harlem Renaissance (pp. 785) View the Art Before You Read: My City (pp ) My City, by James Weldon Johnson After You Read: My City Before You Read: from Dust Tracks on a Road (pp ) from Dust Tracks on a Road, by Zora Neale Hurston After You Read: from Dust Tracks on a Road Before You Read: I, Too, The Negro Speaks of Rivers, and When the Negro Was in Vogue (pp ) I, Too, The Negro Speaks of Rivers, and When the Negro Was in Vogue, by Langston Hughes After You Read: I, Too, The Negro Speaks of Rivers, and When the Negro Was in Vogue Literary Elements Dialect (p. 25) Juxtaposition (p. 56) Providence Public Schools, in collaboration with the D-73

6 American Literature, Quarter 3, Unit 2 The Modern Age and the Harlem Renaissance (10 days) Optional Resources Harlem Stomp!: A Cultural History of the Harlem Renaissance, by Laban Carrick Hill, Little Brown, 2003 Instructional Considerations Key Vocabulary colloquial concrete details idiom juxtaposition regional expression slang style voice Vocabulary from the Unit Texts From My City : subtle, stark, unutterable, sonnet, imagery Excerpt from Dust Tracks on a Road: brazenness, exalt, snicker, indifferent From I, Too and The Negro Speaks of Rivers : lull, bosom, dusky, repetition, prediction, theme From When the Negro Was in Vogue : scintillating, vogue, patronage, influx, millennium Planning and Instructional Delivery Considerations BEGINNING of Unit (3 days) Introduce the unit, post the Essential Questions, and discuss: What historical, social, and cultural forces shaped the Harlem Renaissance? Inform students of the Summative Assessment and briefly explain it. Activate, clarify, and build background knowledge. Use the Unit 5 section, Beginnings of the Modern Age (pp ), with focus on Big Idea #3 The Harlem Renaissance unit opener to draw meaning from the informational background sections and to connect them to the other selections in the unit. Have students read the three selected poems ( My City, p. 788; I, Too, p. 812; and The Negro Speaks of Rivers, p. 813). Post these topical Essential Questions: What does Johnson s poem say about the vitality of the city during the Harlem Renaissance? How does Hughes perceive African Americans and their rightful place in American culture? Use the Read Aloud/Think Aloud Classroom Discussion teaching strategy and the highlighting in the selections to discuss the big ideas, literary elements, and reading strategies. Connect the poetry to the historical, social, and cultural influences of the time. Do not spend too much time with the poetry. The poetry should be used to help set the context for getting into the two key readings of this unit that are directly connected to the Summative Assessment. D-74 Providence Public Schools, in collaboration with the

7 The Modern Age and the Harlem Renaissance (10 days) American Literature, Quarter 3, Unit 2 MIDDLE of Unit (5 days) Set up a read/write journal, foldable, or other advanced organizer to support the key readings. Students will gather examples of the authors (Hurston and Hughes) use of literary techniques (idiom, dialect, regional expression, slang, juxtaposition, and concrete details) during reading and discussion. These examples will be useful for students when they apply these techniques to their own writing for the Summative Assessment. Use the Before You Read section for the excerpt from Dust Tracks on a Road (pp ) to establish background knowledge about Hurston and her work. To set the purpose for the reading, post this Essential Question: What details of Southern life did Hurston consider worthy of recording and celebrating? Introduce the vocabulary and literary terminology (i.e., literary terminology that is applicable to the Summative Assessment) from Dust Tracks on a Road. During the reading, focus on Hurston s use of idiom, dialect, colloquial/regional expressions, and slang. Use the Literary Elements transparency for dialect (p. 25). Use the After You Read section Respond and Think Critically Analyze and Evaluate questions 5, 6, and 7, and Connect Big Idea questions 8 and 9. Use the Before You Read section for the excerpt from When the Negro Was in Vogue (pp ) to establish background knowledge about Hughes and his work. To set the purpose for the reading, post the topical Essential Question: Why was Harlem the center of the renaissance of African American arts in the 1920s and 1930s? Introduce vocabulary and literary terminology (i.e. literary terminology that is applicable to the Summative Assessment) from When the Negro Was in Vogue. During the reading, focus on Hughes use of juxtaposition and concrete details. Use Literary Elements transparency for juxtaposition (p. 56). Use After You Read section Respond and Think Critically questions 1 and 2. END of Unit (2 days) Post the Summative Assessment writing prompt and briefly explain the assignment, and review the criteria from the standard for narrative writing. Use the first day for pre-writing and drafting; students should refer to the read/write journals, foldables, etc., that they have used throughout the readings. Students can continue drafting and revising for homework. Use second day for the final draft. Providence Public Schools, in collaboration with the D-75

8 American Literature, Quarter 3, Unit 2 The Modern Age and the Harlem Renaissance (10 days) Assessed Curriculum Formative Assessments Check for reading comprehension through observation of students during a variety of classroom discussion opportunities, such as think-pair-share, partner/small-group discussion, and whole-group discussion. Check for reading comprehension in students informal written responses, which may include reader response journal entries, use of graphic organizers, and assessment activities from the text. Summative Assessment Students will write a historical narrative mimicking the style of either Hurston or Hughes. Provide them with the following prompt: Take the stance of Zora Neale Hurston or Langston Hughes and imagine that someone will read your historical narrative in the future. What do you think is significant about your own life or your own time for future generations to know about? For students who choose to mimic Hurston, provide the following prompt: Write about a memory from your childhood, drawing from what you learned about Hurston s use of voice, idiom, dialect, regional expressions, and slang when you studied the excerpt from Dust Tracks on a Road. For students who choose to mimic Hughes, provide the following prompt: Write about your observations of your current time and culture, drawing from what you learned about Hughes s use of juxtaposition and concrete details when you studied When the Negro Was in Vogue. Use the following standard for narrative writing as the basis for criteria and/or a rubric for assessing this assignment. W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. This assessment should be completed over a two periods one for pre-writing/drafting, with continued drafting/revising as homework, and the second period for writing the final draft. D-76 Providence Public Schools, in collaboration with the

9 The Modern Age and the Harlem Renaissance (10 days) American Literature, Quarter 3, Unit 2 Notes Providence Public Schools, in collaboration with the D-77

10 American Literature, Quarter 3, Unit 2 The Modern Age and the Harlem Renaissance (10 days) D-78 Providence Public Schools, in collaboration with the

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