Purpose: These lessons are designed as an introduction to a larger unit on the Harlem Renaissance.
By the end of these lessons students will be able to do the following:
Day One: 55 minute period.
1. Students will learn how to connect personal themes to the texts being studied.
2. Students will build trust/community by sharing their writing.
1. Journal response: Students will write for 3 min. about each of the following subjects: identity, journey, action, oppression, violence, sadness, and hope
a. Teacher will uncover (using overhead or by writing on board) each subject individually. After writing, students share with person next to them. Teacher then opens up conversation to whole class.
2. Final reflection: What did you learn about yourself, these subjects and your fellow students after today's activity?
3. Homework: hand out W.E. B. Dubois excerpt below and list of tone words (adjectives). Students mark the text (annotate). They do this by asking questions and making comments while also looking for images that stand out and tone words.
From Souls of Black Folk, Our Spiritual Strivings, Chapter I
Then it dawned upon me with a certain suddeness that I was different from the others; or like [them perhaps] in heart and life and longing, but shut out from their world by a vast veil. I had thereafter no desire to tear down that veil, to creep through; I held all beyond it in common contempt, and lived above it in a region of blue sky and great wandering shadows....
After the Egyptian and Indian, Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world, --a world which yields him no ture self-consciousness, but only lets him see himself through the revelation of the other world. It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness— an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.
Day Two: 55 minute period
1. Students will learn how to do a close reading of texts to determine subjects and tone.
2. Have students share their Dubois annotations with the person sitting next to him/her (5 min).
3. Open discussion to whole class. (15 min)
a. Discuss annotations: questions, comments and tone words.
b. In pairs, have students pick a tone word and then find the moment in the text that shows this. Depending on the level of comfort, students could volunteer or be asked to bring the text up to the overhead and defend their choice of tone by showing where in text their proof is.
4. Reflection: Did these activities help you better understand tone in literature? Discuss
HW: handout a copy of “We Wear the Mask.” Students pose questions and make comments and also annotate for tone words.
Day 3: 110 minutes
Students will learn to read closely and identify similarities and differences in tone between texts.
Day 4: 55 min.
Students will learn to identify similarities between themselves and the texts they’ve read and to share this information with their peers in order to build a safe learning community.
Day 5: 55 min.
Daily objective: Students will learn to identify tone in their peer’s work.
Garfield High School, Seattle, Washington
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