UNIT TITLE: “The Harlem Renaissance”
Author: Michele Collins
E-Mail Address:
dstquixotic3@hotmail.com
School: Hillcrest High School: Country Club Hills, Illinois
School Home Page URL: http://www.bhsd228.s~cook.k12.il.us.html
THEME : Dreams
BROAD CONCEPT: Determination, Survival, Tolerance, Sensitivity, and Motivation
GRADES: High School Juniors ( grade 11)
INTEGRATED SUBJECTS: English, History, Math, and Geography
UNIT GOALS AND PURPOSE: Students will gain basic skills in
both the English Language and American Literature. The teacher will also encourage students to become creative
thinkers. Critical thinking skills,
writing skills and vocabulary development will be gained from an extensive
study of the unit. Students will be
evaluated through the use of formal and informal assessments, exams, and a
final art collage.
TIME FRAME: Two weeks
OBJECTIVES:
In this lesson, students will:
Ø Describe the role of dreams in peoples’ lives
Ø Recognize tone and mood
Ø Realize the importance of dreams
Ø Develop skills in paraphrasing
Ø Create a descriptive essay
Ø Recognize the struggles that life brings
Ø Recognize word meaning
Ø Create a visual on a character, mood, or a part of the setting from the play
MATERIALS:
- General materials and equipment
- Copy of play, “A Raisin in the Sun”
- Spiral notebook
- Crayons, markers, or color pencils
- Empty shoebox
- Aluminum foil
- Glue or tape
- Video of the play
- Audio of play
- T.V. and VCR
- Technology tools: Computer, digital camera, scan converter, and printer
- Software Used in this Unit
_x_Desktop Publishing- ( Publisher) _x_ Brainstorming (Inspiration)
_x_Word Processing ( MS Word) __Spreadsheet (ex. Cruncher)
_x_CD-ROM Encyclopedia (ex. Encarta) _x_ Database ( MS Works)
__
Multimedia
_x_Other software pertaining
to unit
STATE STANDARDS
ADDRESSED BY THIS UNIT:
Language Arts
2.A.5a Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness).
2.A.5b Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece.
2.A.5c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries.
2.A.5d Evaluate the influence of historical context on form, style and point of view for a variety of literary works.
2.B.5a Analyze and express an interpretation of a literary work.
2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives.
SOCIAL
SCIENCE ---
16.B.5c (W) Analyze the
relationship of an issue in world political history to the related aspects of
world economic, social ---16.D.5
(W) Analyze the relationship between an issue in world social history
and the related aspects of political, economic and environmental history. l and
environmental history.
MATH
10.A.5 Construct a
statistics-based presentation, individually and as members of a team, to
communicate and justify the results of a project. ---10.B.5 Design a
statistical experiment to answer a question about a realistic situation,
conduct the experiment, use statistics to interpret the data, and communicate
the results, individually and as members of a team.
TECHNOLOGY
---
5.A.5a Develop a research plan using multiple forms of data.
5.A.5b Research, design and
present a project to an academic, business or school community audience on a
topic selected from among contemporary issues.
5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms.
5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience.
5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats.
5.C.5b Support and defend a
thesis statement using various references including media and electronic
resources.
STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED
LEARNING:
1. In lesson 1, students will paraphrase selected poems by Hughes (see attachments). A reading strategy (graphic organizer) handout will be distributed to each student. They will relate poems to ideas presented in the play.
2.
Students will use the information found on the World Wide Web to
complete an Internet scavenger hunt.
3. Students will use Africana Encarte CD-ROM to find information on
the Harlem Renaissance.
***READING,
WRITING, AND TECHNOLOGY ACTIVITIES:
READING
·
Questioning
the Author --- students are introduced to the topic. Have them personalize the author by identifying individuals by
name and by locating any biographical information that provides insight into
who they are. Asking themselves what
perspective do they bring into the book.
·
You Ought to
be in Pictures --- prepares students to read a passage using pictures to
process new learning through extensive use of mental imagery.
·
Problematic
Situations --- prepares students for any type of reading material that deals
with a problem/solution relationship.
This strategy is best when used in cooperative group settings.
WRITING
·
K-W-L-
charts ---involves the use of a three column graphic organizer that becomes the
students’ study guide as they read.
·
Power Notes
--- is a streamlined form of outlining that is easy to introduce to
students. Main ideas or categories are
assigned a power 1 rating. Attributes,
details, or examples are assigned power 2, 3, or 4 ratings.
·
Magnet
Summaries --- involves the identification of key terms or concepts –magnet
words – from a reading, which students use to organize important information
into a summary.
TECHNOLOGY
·
Internet
Scavenger Hunt ---- allows students to search the web for answers to questions
that the teacher has provided. The
questions are teacher made and research on the topic of study.
·
Power Point
Presentations --- allow students who are competent in the area of technical
presentations to do a power point presentation on the unit of study.
SHARE YOUR IDEAS:
Students should be able to expand their knowledge of dreams, goals, and aspirations with others. They will also be able to understand the desire, drive, and motivation that they can do anything that they set their minds to. The final project for this unit will be an extra credit assignment that will have the students creating comic strips for the play (see attachment).
STUDENT AND TEACHER ROLES: Students learning from this unit will
learn how to open the door for discussions of the themes and ideas that are
vital to the play. At the closure of
the unit, time will be allotted for a few final comments made by the students
about the play. They will be reminded
that they have a test in the next class and their collage assignment is
due. The teacher will serve as
facilitator of the unit. He/She will
guide the lesson, participate in role-plays for the play and make formal and
informal assessments of the students understanding of the unit.
**ASSESSMENT: Since this is
the final lesson before the exam, the students will take a test in the
following class period to demonstrate their knowledge and understanding of the
unit and its themes. Students will also
hand in a collage assignment about their own personal dreams and goals. This assignment will be graded on the basis
of personal reflection and insight.
**FOLLOW
UP: The follow up for this lesson will take place after the exam, during the
next class meeting. Students will
present their collage assignment to the class and describe some of their pictures
about their dreams. This will conclude
the unit on “A Raisin in the Sun.”
ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE:
Encyclopedia Britannica, World Book Encyclopedia, and Negro Playwrights in the American Theatre, by Doris E. Abramson
THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
· Bontemps, Arna, Ed. The Harlem Renaissance Remembered. (New York: Dodd, Mead, and Co., 1972).
· Collins, David R. Not Only Dreamers. (Illinois: Brethren Press, 1986).
· Hall, Manly P. Dream Symbolism. (California: Philosophical Research Society, 1965).
· Hughes, Langston. Selected Poems of Langston Hughes. (New York: Vintage Books, 1974).
FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:
Title1: The Harlem Renaissance: A Brief Introduction
URL1: www.asustan.edu/english/reuben.html
Description1: The site has informative
information on the Harlem Renaissance period ---brief study.
Title2: The Harlem Renaissance
URL2: www.usc.edu/Library/Ref/Ethnic.html
Description2: Various authors are studied who
emerged during this time period.
Title3: Harlem Renaissance
URL3: www.nku.edu/~diesmanj/harlem.html
Description3: Selected poems of various Harlem
writers are on this site. Analysis of
their poems are also included.
Title4: Christie and Mike’s WEBSITE: A Raisin in the Sun”
URL4: www.plainfield.k121.in.us/hschool/webq.html
Description4: Background information is presented
on the author Lorraine Hansberry.
Title5: The Harlem Renaissance
URL5: www.oocities.org/Athens/Forum/4722/big.html
Description5: Poetry of Black female writers.
Title6: A Raisin in the Sun
URL6: www.teachwithmovies.org/guides
Description6: Teaching learning guide for the
play.
RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES: (minimum 6 sites)
Title1: Canadian Actor Online
URL1: www.canadianactor.com/playwrights.html
Purpose of Use1: Pre-reading activities to guide educators through the teaching of the play.
Description1: Site committed to showing educators
how to plan for the play.
Title2: Adolescent Literature Lesson Plans and Resources
URL2: www.ncte.org/lists/ncte-talk.html
Purpose of Use2: Information geared to adolescent literature
Description2: Site designed for adolescent
literature
Title3: A Raisin in the Sun
URL3: www.iona.edu/faculty/dgoldsby/portfolios.html
Purpose of Use3: Sort of like a cliff note / study website
Description3: The topic of this unit is an
in-depth study of the play.
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