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 |
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