Subject : English/Language Arts
Topic: African American Literature
Grade Level: 10-11
Student Lesson name and URL: African American Poetry Treatment
ctap295.ctaponline.org/~dougcarr

         Reading
 

•   3.2 compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic
• 3.5 compare works that express a universal theme, providing evidence to support their ideas
• 3.7 recognize and understand the significance of a wide range of literary elements and techniques
• 3.12 analyze how a work of literature is related to the themes and issues of its historical period

• 1.1 establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a  consistent tone and focus throughout the piece of writing
• 1.6 integrate quotations and citations into a written text, maintaining flow of ideas
• 1.7 use appropriate conventions for in-text documentation, notes and bibliographies
• 1.8 design and publish multi-page documents using advanced publishing software and graphic programs

• 1.8 use props, visual aids, graphs and electronic media to enhance the appeal and accuracy of presentations

Instructional Objectives

•   Students identify themes in African American literature (drama and poetry)
•   Students cite sources using MLA correct referencing 
•  Students use technology to research biographical and African  American cultural information
•  Students understand & identify the connotations of images
•  Students write an effective interpretation of a poem
•  Students  write an effective explanation for their choice of an image
•  Students write an effective and informative biography

Student Activities

Introductory Activities

1. The unit begins with a reading and/or viewing of The Raisin in the Sun by Lorraine Hansbury. We usually view the play. I think other works by African American writers would work just as well.

2. We read several poems by African American poets as a class and individually. Usually students write interpretations in their notebooks.

3. Each student chooses one poem to focus on. Here is where the project begins.

Main Activities

1. Each student writes an interpretation of the poem including the theme that it has in common with the play. The interpretation should be "proven" with quotes from the poem and the play.

2. Using the internet each student will choose one image, a  photograph or painting, that captures the theme of the poem. This theme should also be present in the play.

3. Using the internet each student researches a biography of the poet they have chosen.

4. Using a word processing and multi-media technology, each student produces a four page project:
     Page 1:  Image selected and text of the poem. 
     Page 2:  Interpretation of the poem with justification for the image.
     Page 3:  Short biography of the poet with MLA referencing
     Page 4:  Work Cited page  (includes references for poem, image , and biography)

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Enabling Activity(ies)

1. Students should have prior knowledge of literary devices before they interpret the poem of their choice. These concepts can be studied during the first reading of the poems. (See introductory activities.)

2. Student knowledge of web research techniques will vary. The teacher should provide suggested search techniques.

3. MLA style referencing and work cited page constitute a constant problem for students. The teacher should show examples of correct style, and instruct students to record reference information, including complete web site addresses, very carefully.

4. Students will be selecting images that convey meanings similar to the poem they have chosen. The teacher should use examples from textbooks or other media to help students understand how images convey meanings. 
 

Culminating Activity

The product at the end of this unit will be a four page project focused on one poem of the students' choice.  The four pages include: the poem arranged with an image that enhances the meaning, a written interpretation of the poem that includes the justification for the image, a short biograpghy of the poet with MLA style parenthetical references, a works cited page. (See list above)

The project is the main product used for assessment. I typically plan a sharing activity where 2 or 3 students or adults read and evalutate the project in writing.  The production of the four page project should also be followed by presentations which can range from a simple oral presentation of the poem and the image selected, to a full Powerpoint multi-media treatment of the poem and/or project.

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Assessment
 
 
 

Objectives Ú Level t	Poem Interpretation	Image Selection	Biography Information	Writing Quality	MLA Referencing	Presentation
Exemplary Grade: A	Thoroughly explains meaning of the poem. Connects theme to play. Gives evidence (quotes) from the work . Identifies literary devices used to communicate the theme.	The selected image effectively caputures the theme of the poem. The theme is also present in the play. The selection is justified effectively in the interpretive paper.	The biographical information is complete, yet concise. The information is paraphrased from respected sources. The report is organized and clear.	The writing in both the interpretive and report pages is organized, clear, and free from mechanical errors. The writing is skillful and demonstrates style.	The biography includes correct parenthetical references. The works cited page is complete and correctly formatted.	The oral (or multi-media) presentatiion is complete and also skillfully presented. The presenter captures and  holds the audience.
Strong Grade: B	Strong interpretation of the poem. May not be as complete as the exemplary. May not identify all literary devices used by the poet.	The image conveys an appropriate meaning for the poem. The selection may not be strongly justified in writing.	The biography is competent. May not be as complete or well organized as the exemplary paper.	The writing is competent but not as skillful as the exemplary paper. There may be 2-3 mechanical errors.	Generally shows understanding of how to correctly use MLA parenthetical referencing, and how to formatt a works cited page. It may include 2-3 errors.	A competent presentation. May not be as skillful as the exemplary.
Competent Grade:C	Competent interpretation. May miss some sublties of meaning. May not connect meaning to the play. May not identify literary devices.	Image selection seems related to the theme of the poem but fails to really capture the meaning.Selection may not be justified in the interpretive writing.	The biography is brief but written competently enough to communicate. Some inconsistency in the organization may be present.	The writing in this project may be inconsistent . Ideas expressed may lack full explanation. Some mechanical errors may be present.	Attempts to include referencing but shows inconsistency.Works cited page generally is not formatted correctly.	Ineffective presentation. May be too brief or lack the energy to engage the audience.
Low Level Grade: D	Interpretaion does not seem to capture the poem. May lack insight and support. Does not seem to recognize connections to the play.	Imagage selected may not effectively communicate a theme. Does not seem related to the literature studied.  Is not justified effectively in the interpretive paper.	Brief or irrelevant biographical info. May fail to paraphrase (pagiarism problem).	Writing in this project is ineffective. May have organizational problems and mechanical errors that interfere with meaning.	Fails to use parenthetical references. Works cited is missing or  incomplete.	Presentation is ineffective or irrelevant. May be brief or unorganized.

 
 
 
 

Results
After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.

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Web Resources & Supplementary Materials

Introductory Activity
A Raisin in the Sun  by Lorraine Hansberry- the complete dialogue
American Scenes -essays and criticism on A Raisin in the Sun
Perspectives in American Literature: Lorraine Hansberry
 

Enabling Activity

African American Literature web resources:
American Art Museum
Harlem Renaissance
Langston Hughes
SCORE Language Arts 9-12
Poet Profiles -includes many contempory writers
 

Culminating Activity

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Paradise High School
dcarroll@mail.csuchico.edu
Last Revised: 5/14/01