Music of the Harlem Renaissance

November 1, 2017

Standard: 

CCSS.ELA-LITERACY.L.11-12.3

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.

CCSS.ELA-LITERACY.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

EQ: Apply knowledge of language to understand how language functions in Harlem Renaissance poetry and songs, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Independently read and comprehend poems with scaffolding as needed.

Starter: 

Compare the poem you selected from StudySync to I, Too and From the Dark Tower. 

What similarities or differences exist between all three?

*Consider the main ideas, structure, connections to time period, etc. 

Vocabulary:

Word: Jazz

Part of Speech: Noun

Dictionary Definition: a type of music of black American origin characterized by improvisation, syncopation, and usually a regular or forceful rhythm, emerging at the beginning of the 20th century. Brass and woodwind instruments and piano are particularly associated with jazz, although guitar and occasionally violin are also used; styles include Dixieland, swing, bebop, and free jazz.

Your Definition: 

Activity: Find an image that relates to the jazz age. 

Activity: 

1.  Group Discussion

Get together in groups based on the poem that you selected.

With your group members, share your analysis and responses to the focus questions. 

Consider elaborating and expanding on your ideas based on what others share. 

Then, collaborate on presenting this information to the other group.

2.  Strange Fruit by Billie Holiday 

Listen to the song and reflect on the tone of voice in which it is sung.  

Strange Fruit Lyrics 

Use the lyrics to complete a TPCASTT for this iconic song.

Then, read the article The Strange Story of the Man Behind Strange Fruit from NPR.

3.  TPEQEA

Analyze the significance of the meaning of Strange Fruit by Billie Holiday during its time period.

Closure: 

How confident do you feel analyzing poetry?
Use the learning target to evaluate yourself.
Explain your reasoning.

Poetry

October 31, 2017

Standard: 

CCSS.ELA-LITERACY.L.11-12.3

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.

CCSS.ELA-LITERACY.RL.11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

EQ: Apply knowledge of language to understand how language functions in Harlem Renaissance poetry, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Independently read and comprehend poems with scaffolding as needed.

Starter: 

Words

We will watch through the video once.

Then the second time write down all of the words.

Analyze the meaning of the video.

Word: Culture 

Part of Speech: Noun

Dictionary Definition: the arts and other manifestations of human intellectual achievement regardedcollectively.

Your Definition: 

Activity: Describe your culture in one sentence.

Activity: 

1.  Harlem Renaissance Poetry 

With a partner, complete a TPCASTT for From the Dark Tower by Countee Cullen.

TPCASTT Template 

Make a copy of the template and move it to your assignments folder. 

Eventually, we will review the information as a class. 

From The Dark Tower

We shall not always plant while others reap

The golden increment of bursting fruit,

Not always countenance, abject and mute,

That lesser men should hold their brothers cheap;

Not everlastingly while others sleep

Shall we beguile their limbs with mellow flute,

Not always bend to some more subtle brute;

We were not made to eternally weep. 

The night whose sable breast relieves the stark,

White stars is no less lovely being dark,

And there are buds that cannot bloom at all

In light, but crumple, piteous, and fall;

So in the dark we hide the heart that bleeds,

And wait, and tend our agonizing seeds.

2.  StudySync 

You have the choice to independently read and analyze Theme for English B by Langston Hughes or Any Human to Another by Countee Culleen.

For the poem you select, you must complete a TPCASTT.

Make a second copy of the TPCASTT template or complete it on a separate sheet of paper.

After you complete your TPCASTT answer the FOCUS questions for the corresponding poem. 

Eventually, you meet with the people who worked on the same poem to share ideas. 

Closure

Which component of TPCASTT is your strength?

Weakness?

Explain.

Harlem Renaissance Poetry

October 30, 2017

Standard: 

CCSS.ELA-LITERACY.L.11-12.3

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.

EQ: Apply knowledge of language to understand how language functions in Harlem Renaissance poetry, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Starter: 

Meet with your expert group to finalize your Harlem Renaissance presentation.

Make sure everyone is equally prepared to present.

Each group member must speak!

Vocabulary: 

Word: Culture 

Part of Speech: Noun

Dictionary Definition: the arts and other manifestations of human intellectual achievement regarded collectively.

Your Definition: 

Activity: Describe your culture in one sentence.

Activity: 

1.  Presentations

Each group will take turns sharing their information to the class.

For each presentation write down at least three facts.

2.. TPCASTT Review

TPCASTT PDF

I, Too by Langston Hughes

I, too, sing America.

I am the darker brother.

They send me to eat in the kitchen

When company comes,

But I laugh,

And eat well,

And grow strong.

Tomorrow,

I’ll be at the table

When company comes.

Nobody’ll dare

Say to me,

“Eat in the kitchen,”

Then.

Besides,

They’ll see how beautiful I am

And be ashamed—

I, too, am America.

As a class we will complete the TPCASTT.

3.  Harlem Renaissance Poetry 

With a partner, complete a TPCASTT for From the Dark Tower by Countee Cullen

From The Dark Tower

We shall not always plant while others reap

The golden increment of bursting fruit,

Not always countenance, abject and mute,

That lesser men should hold their brothers cheap;

Not everlastingly while others sleep

Shall we beguile their limbs with mellow flute,

Not always bend to some more subtle brute;

We were not made to eternally weep. 

The night whose sable breast relieves the stark,

White stars is no less lovely being dark,

And there are buds that cannot bloom at all

In light, but crumple, piteous, and fall;

So in the dark we hide the heart that bleeds,

And wait, and tend our agonizing seeds.

Closure: 

3-2-1

What are three facts you learned?

What are two strengths of your presentation?

What is one positive reminder to yourself?

Harlem Renaissance

October 27, 2017

Standard

CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

EQ: Write informative texts to examine and convey ideas of the Harlem Renaissance.

Develop ideas of the Harlem Renaissance thoroughly by selecting the most significant and relevant facts, quotations, etc, appropriate to the audience's knowledge of the topic. 

Starter: 

Free Write Friday

This should be a half page, double spaced. 

Vocabulary: 

Word: Harlem Renaissance
Part of Speech: Noun
Dictionary Definition: a cultural movement in 1920's America during which black art, literature,and 

music experienced renewal and growth, originating in New York City's Harlem district
Your Definition:
Activity:  Find an image associated with the Harlem Renaissance.

Activity: 

1. Harlem by Walter Dean Myers

As you follow along with the picture book, consider what it would be like to live during the Harlem Renaissance.  

What would your life be like?  What events would you witness?  What would be your American Dream?

2.  Building Background Knowledge

There will be 6 expert groups, focusing on major topics of the Harlem Renaissance.

As a group, you will create a presentation for the class.

Include a variety of information through words and pictures. 

The points included are suggested topics but you should include additional material.

FASHION

zoot suit

ball gowns

Coco Chanel 

PLACES

Savoy Ballroom

Cotton Club

Apollo Theater

Structures/Architecture

ART

Aaron Douglas

Lois Mailou Jones

Jacob Lawrence

HISTORICAL EVENTS

NAACP

Anti-Lynching

Harlem Riots

MUSIC

Billie Holiday

Louis Armstrong

Jelly Roll Morton

LITERATURE

The Crisis

Characteristics

Langston Hughes- Jazz Poetry

As each group presents, write down at least three facts.

Closure: 

3-2-1

What are three facts you learned?

What are two strengths of your presentation?

What is one positive reminder to yourself?

Peer Edit

October 26, 2017

Standards: CCSS.ELA-LITERACY.RL.11-12.4

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.

Writing 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 

E.Q: 

Determine and analyze the meaning of words and phrases as they are used in The Great Gatsby.

Starter: 

Create a Daily Writing Concern to receive feedback on for your Great Gatsby final project.
This will be beneficial to your peer editing feedback.

Vocabulary: 

Word: Harlem Renaissance
Part of Speech: Noun
Dictionary Definition: a cultural movement in 1920s America during which black art, literature,and music experienced renewal and growth, originating in New York City'sHarlem district
Your Definition:
Activity:  Find an image associated with the Harlem Renaissance.

Activity: 

1. Gatsby Word Choice Final Project

We will read through the project together and you will receive time to work on this in class. 

Due Date: Thursday, October 26

In your Google Docs go to your add-ons.
Click on get add-ons and search for the SAS writing reviser.
Download the tool to help revise your writing.
Click through the different tools to help improve your writing.

2.  Peer Editing

Use the TPEQEA and TPEQEQEA rubrics to identify strengths and weaknesses in your partners writing.

3. Harlem by Walter Dean Myers

As you follow along with the picture book, consider what it would be like to live during the Harlem Renaissance.  

What would your life be like?  What events would you witness?  What would be your American Dream?

Closure:

What was the most effective part of the peer edit?

What was the least effective?

Explain. 

Gatsby Work Day/ Introduction to Harlem Renaissance

October 25, 2017

Standards: CCSS.ELA-LITERACY.RL.11-12.4

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.

Writing 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 

E.Q: 

Determine and analyze the meaning of words and phrases as they are used in The Great Gatsby.

Starter: 

Create a Daily Writing Concern to receive feedback on for your Great Gatsby final project.
This will be beneficial to your peer editing feedback.

Vocabulary: 

Word: Harlem Renaissance
Part of Speech: Noun
Dictionary Definition: a cultural movement in 1920s America during which black art, literature,and music experienced renewal and growth, originating in New York City'sHarlem district
Your Definition:
Activity:  Find an image associated with the Harlem Renaissance.

Activity: 

1. Gatsby Word Choice Final Project

We will read through the project together and you will receive time to work on this in class. 

Due Date: Thursday, October 26

In your Google Docs go to your add-ons.  
Click on get add-ons and search for the SAS writing reviser.
Download the tool to help revise your writing.
Click through the different tools to help improve your writing.

2.  Peer Editing

Use the TPEQEA and TPEQEQEA rubrics to identify strengths and weaknesses in your partners writing. 

3. Harlem by Walter Dean Myers

As you follow along with the picture book, consider what it would be like to live during the Harlem Renaissance.  

What would your life be like?  What events would you witness?  What would be your American Dream?

Closure: 

Evaluate your progress on your SMART goal .

Gatsby Work Day

October 24, 2017

Standards: CCSS.ELA-LITERACY.RL.11-12.4

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.

E.Q: 

Determine and analyze the meaning of words and phrases as they are used in The Great Gatsby.

Starter: 

Create a SMART goal for what you want to accomplish for the project in today's class. 

Vocabulary: 

Word: Literal 

Part of Speech: Adjective 

Dictionary Definition: taking words in their usual or most basic sense without metaphor or allegory.

Your Definition: 

Activity: Give the literal meaning of the word fire. 

Word: Metaphorical

Part of Speech: Adjective

Dictionary Definition: characteristic relating to metaphor; figurative.

Your Definition: 

Activity: Give the metaphorical meaning of the word fire. 

Activity: 

1. Gatsby Word Choice Final Project

We will read through the project together and you will receive time to work on this in class. 

Due Date: Thursday, October 26

Closure: 

Evaluate your progress on your SMART goal .

The American Dream in Gatsby

October 23, 2017

Standards: CCSS.ELA-LITERACY.RL.11-12.4

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.)

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

E.Q: Connect the big idea of the American dream to The Great Gatsby in a collaborative discussion.

Determine the meaning of words and phrases as they are used in The Great Gatsby.

Starter: 

Review your talking points for the fishbowl activity.

Make sure that you have textual evidence for your ideas.

Vocabulary: 

Word: Literal 

Part of Speech: Adjective 

Dictionary Definition: taking words in their usual or most basic sense without metaphor or allegory.

Your Definition: 

Activity: Give the literal meaning of the word fire. 

Word: Metaphorical

Part of Speech: Adjective

Dictionary Definition: characteristic relating to metaphor; figurative.

Your Definition: 

Activity: Give the metaphorical meaning of the word fire. 

Activity: 

1.  Fishbowl Activity

Connect the big idea of the American Dream to the Great Gatsby.

Find evidence in the story that supports Fitzgerald's commentary on the American Dream during this time period. 

2. Gatsby Word Choice Final Project

We will read through the project together and you will receive time to work on this in class. 

Due Date: Thursday, October 26

3.  Benchmark 10/13 Remediation

As a class, we will go over THREE questions from the 10/13 benchmark that proved difficult.
We will discuss strategies, skills, and answers.

The remediation is posted as 2 Benchmark Remediation 10/13.
Complete the three multiple choice questions and one free response.
This is due Friday, October 27.

Closure: 

What is your overall opinion of the ending of the Great Gatsby?