Unit Plan Template teachers.com



American Literature Curriculum Guide

|Unit |( Unit 5: The Harlem Renaissance |

| |( Essential Questions: How can people honor their HERITAGE? |

| |What drives HUMAN BEHAVIOR? |

| |( Source: McDougal Littell’s Literature, Grade 11, Unit 3 “The |

| |Harlem Renaissance & Modernism” |

| |( Unit Length: 7 - 9 Class Periods including assessment(s) |

|Standards |§E3-1.1 Compare/contrast ideas within and across literary texts to make inferences. |

| |§E3-1.2 Evaluate the impact of point of view on literary texts. |

| |§E3-1.3 Evaluate devices of figurative language (including extended |

| |metaphor, oxymoron, pun, and paradox). |

| |§E3-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text. |

| |§E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, |

| |symbolism, irony, and allusion) on the meaning of literary texts. |

| |§E3-2 The student will read and comprehend a variety of informational |

| |texts in print and non-print formats. |

| |§E3-2.1 Evaluate theses within and across informational texts. |

| |§E3-2.2 Compare/contrast information within and across texts to draw |

| |conclusions and make inferences. |

| |§E3-3.2 Analyze the meaning of words by using Greek and Latin roots and |

| |affixes. |

| |§E3-4.1 Organize written works using prewriting techniques, discussions, |

| |graphic organizers, models, and outlines. |

| |§E3-4.6 Edit written pieces for the correct mechanics and usage of written |

| |Standard American English including: |

| |· internal and end of sentence punctuation, |

| |· commas to indicate appositives, |

| |· word placement to avoid ambiguity, |

| |· appropriate coordination and subordination, |

| |· relationship between and among clauses, |

| |· placement of modifiers, and |

| |· shifts in construction |

| |§E3-6.5 Create written works, oral and auditory presentations, and visual |

| |presentations that are designed for a specific audience and |

| |purpose. |

| |§E3-6.7 Use a variety of print and electronic reference materials. |

|Instructional Objectives |Understand the Harlem Renaissance as a literary movement |

| |Understand the historical and cultural context of the Harlem Renaissance |

| |Connect the legacy of the Harlem Renaissance to modern day |

| |Identify and understand the poetic form of sonnets |

| |Explore the key ideas of: |

| |Identity |

| |Revival |

| |Outlook |

| |Personality |

| |Culture |

| |Documentary |

| |Analyze speaker in poetry and author’s position in all literature |

| |Identify and analyze the use of rhythm, repetition, form, and meaning in poetry |

| |Identify and understand explicit and implicit main ideas |

| |Analyze the characteristics of literary criticism |

| |View a documentary |

| |Research and plan a biographical documentary |

| |Build vocabulary for reading and writing |

|Additional |What shapes your IDENTITY? |

|Essential |When does old become NEW again? |

|Questions |How do you VIEW the world? |

| |What makes you YOU? |

| |Can CULTURE be captures in words? |

| |How do you DOCUMENT a life? |

|Pre-Reading |Discuss the historical setting, events, and significance of the time period 1920 – 1930 in America and the world, and |

|Activities |especially that of the African American community of this time. |

| |Analyze and reflect on selections of art used in literature book throughout the section on the Harlem Renaissance. |

| |Discuss literary genres. Analyze a book review and have students identify the elements of literary criticism, including |

| |but not limited to genre. |

|Literature Selections |Resource Selections |

|Introduction of Unit, pp. 820-837 |Resource Manager |

|Introduction of and background on: |Academic Vocabulary |

|Langston Hughes, p. 838 |Vocabulary Practice |

|Literary Analysis: Speaker, p. 839 |Vocabulary Strategy |

|Reading Skill: Analyzing Rhythm and Repetition, p. 839 |Literary Analysis: |

|Poetry – Langston Hughes Selections, pp. 840-845 |Speaker |

|Introduction of and background on: |Sonnet |

|James Weldon Johnson, p. 846 |Summary |

|Claude McKay, p.846 |Tone |

|Literary Analysis: Sonnet, p. 847 |Literary Criticism |

|Reading Skill: Understanding Form and Meaning, p. 847 |Reading |

|Poetry – My City by Johnson, pp. 848-849 |Analyze Rhythm and Repetition |

|Poetry – Lift Every Voice and Sing by Johnson, outside selection |Understand Form and Meaning |

|Poetry – If We Must Die by McKay, pp. 850-851 |Identify Main Ideas |

|Introduction of and background on: |Identify Author’s Position |

|Zora Neale Hurston, p. 858 |Vary Sentence Structure |

|Literary Analysis: Tone, p. 859 |Viewing Guide |

|Reading Skill: Identify Main Idea, p. 859 |Close Viewing |

|Biographical Essay – How It Feels To Be Colored Me by Hurston, pp. 860-865 |Media Guide |

|Introduction of and background on: |Produce Your Own Media |

|Toni Morrison, p. 868 |Best Practices Toolkit |

|Literary Analysis: Literary Criticism, p. 869 |Differentiated Instruction |

|Reading Skill: Identify Author’s Position, p. 869 |Graphic Organizers |

|Critical Essay – Thoughts on the African-American Novel by Morrison, pp. |Read Aloud/Think Aloud |

|870-874 |Comparison Matrix |

| |Writing Template – Poem |

| |T-Chart |

| |New Word Analysis |

| |Spider Map |

| | |

|Composition |Journal responses to Essential Questions |

| |Write a poem, either as a sonnet or in a format similar to Hughes’ poetry using the rhythm and repetition of jazz and |

| |blues music, on a socio-political them, current or past |

| |Write either an autobiographical essay or a documentary on a social, political, or historical subject matter, varying |

| |sentence structure (i.e. – compound, complex, compound-complex, etc.) |

|Grammar Reinforcement |Identify and understand sentence structure, including fragments and run-on sentences |

| |Use sentence fragments for emphasis and to vary sentence structure |

|Unit Vocabulary |Harlem Renaissance |

| |Tone |

| |Form in Poetry |

| |Meaning in Poetry |

| |Greek roots cosm/cosmo |

|Assessment Options |Test Generator |

| |Vocabulary in Context, p. 866 |

| |Class Presentations of either: |

| |A poem written by the student, either spoken or performed musically |

| |An autobiographical essay or documentary, either performed ‘live’ or filmed and presented to the class |

|Resources |Best Practices Toolkit |

| |Resource Manager |

| |Test Generator |

| |Classzone |

|Materials for Unit Recovery|Standards Lesson File |

| |NovaNet |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download