Langston Hughes Claude McCay Countee Cullen Jean Toomer ......One QUESTION about the influence of...
Transcript of Langston Hughes Claude McCay Countee Cullen Jean Toomer ......One QUESTION about the influence of...
Langston Hughes
Claude McCay
Countee Cullen
Georgia Douglass Johnson
James Weldon Johnson
Jean Toomer
Arna Bontemps
1. Research your poet.Write and cite a summary of information about his/her career.(200-250 words)
2. Annotate your poem noting the literary devices.
Use https://literary-devices.com/ for reference.
3. Create a two-sided handout to distribute to classmates.Include:
Poet biography summary with three questions about the poet.Three COMPREHENSION QUESTIONSThree ANALYSIS QUESTIONSThree EVALUATION QUESTIONSOne QUESTION about the influence of the Harlem Renaissance on poet’s style or content.
Submit your group’s handout for copying on _______________.
4. Create a visual portrayal of the poem.posterprojectionvideocollagephotograph, etc.
Instructions and examples on the next page.
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COMPREHENSION ANALYSIS EVALUATION
Purpose: to have classmates summarize and describe the poem in their own words without necessarily relating it to anything.
Purpose: to have classmates break thepoem into parts, describe patterns and relationships among parts, and to show how it is put together.
Purpose: to develop opinions and make value decisions about the poem based on specific criteria.
Key Words: Describe, Distinguish, Explain, Interpret, Predict, Recognize, Summarize
Key Words: Analyze, Differentiate, Distinguish, Explain, Infer, Relate, Separate
Key Words: Assess, Critique, Determine, Evaluate, Judge, Justify, Recommend
General Examples:"What facts or ideas show...?"
"How would you compare...?"
"How would your classify...?
"Can you explain what is happening...?"
General Examples:"What inference can you make...?"
"What is the relationship between...?"
"What evidence can you find...?"
"What things justify...?"
"General Examples:How could you select...?"
"How could you prove...?"
"How would you prioritize...?"
"What information would you use to support...?"
Examples Specific to this Activity:
Summarize the brutalities the speaker of the poem has endured.
Examples Specific to this Activity:
Explain the difference in tone between the first stanza and the second stanza?
Examples Specific to this Activity:
Evaluate the poet’s use of literary devices in the poem. Do they effectively support the theme or are the devices distracting?
On the day of your group’s presentation:1. Designate one group member to read the poet biography.2. Designate one group member to recite the poem.3. Another group member should present and discuss the visual representation of the poem.4. Each group member(s) will then serve as the expert(s) at one of three stations:
**Biography and Annotation Station**Analysis and Application Station**Influence Station
5. Classmates will circulate with their group from station to stationto complete the worksheet with the guidance of the expert. The expert should lead a discussion, not just provide answers to the questions.
6. Raise the finished flag when your group has completed the worksheet tasks, and groups will proceed to the next station.
7. During wait time, complete the independent research activity where you’ll explore a feature of the Harlem Renaissance that interests you.
Handout Questions:
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Complete an internet search for one of the following topics:
• Musicians of the Harlem Renaissance• Visual Artists of the Harlem Renaissance• Authors of the Harlem Renaissance (other than the poets in this activity)• Harlem Renaissance Society and Politics
Create an MLA8 bibliographic citation for your source.Complete the activity below.
Topic: Citation:
Subtopic:(specific musician, artist, author, social/political focus)
Summary of information including one quote with in-text citation. (200-250 words)
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The Negro Speaks of RiversBY LANGSTON HUGHES
I’ve known rivers:I’ve known rivers ancient as the world and older than the
flow of human blood in human veins.
My soul has grown deep like the rivers.
I bathed in the Euphrates when dawns were young.I built my hut near the Congo and it lulled me to sleep.I looked upon the Nile and raised the pyramids above it.I heard the singing of the Mississippi when Abe Lincoln
went down to New Orleans, and I’ve seen its muddy bosom turn all golden in the sunset.
I’ve known rivers:Ancient, dusky rivers.
My soul has grown deep like the rivers.
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If We Must Die
BY CLAUDE MCCAY
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursèd lot.
If we must die, O let us nobly die,
So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
O kinsmen! we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
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From The Dark TowerBy COUNTEE CULLEN
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.
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A Black Man Talks of ReapingBy ARNA BONTEMPS
I have sown beside all waters in my day
I planted deep, within my heart the fear
That wind or fowl would take the grain away.
I planted safe against this stark, lean year.
I scattered seed enough to plant the land
In rows from Canada to Mexico
But for my reaping only what the hand
Can hold at once is all that I can show.
Yet what I sowed and what the orchard yields
My brother' sons are gathering stalk and root,
Small wonder then my children glean in fields
They have not sown, and feed on bitter fruits.
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The Heart of a WomanBY GEORGIA DOUGLAS JOHNSON
The heart of a woman goes forth with the dawn,
As a lone bird, soft winging, so restlessly on,
Afar o’er life’s turrets and vales does it roam
In the wake of those echoes the heart calls home.
The heart of a woman falls back with the night,
And enters some alien cage in its plight,
And tries to forget it has dreamed of the stars
While it breaks, breaks, breaks on the sheltering bars.
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Deep in the Quiet WoodBy JAMES WELDON JOHNSON
Are you bowed down in heart?
Do you but hear the clashing discords and the din of life?
Then come away, come to the peaceful wood,
Here bathe your soul in silence. Listen! Now,
From out the palpitating solitude
Do you not catch, yet faint, elusive strains?
They are above, around, within you, everywhere.
Silently listen! Clear, and still more clear, they come.
They bubble up in rippling notes, and swell in singing tones.
Now let your soul run the whole gamut of the wondrous scale
Until, responsive to the tonic chord,
It touches the diapason of God’s grand cathedral organ,
Filling earth for you with heavenly peace
And holy harmonies.
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Song of the SonBY JEAN TOOMER
Pour O pour that parting soul in song,O pour it in the sawdust glow of night,Into the velvet pine-smoke air tonight,And let the valley carry it along.And let the valley carry it along.
O land and soil, red soil and sweet-gum tree,So scant of grass, so profligate of pines,Now just before an epoch’s sun declines Thy son, in time, I have returned to thee.Thy son, I have in time returned to thee.
In time, for though the sun is setting onA song-lit race of slaves, it has not set;Though late, O soil, it is not too late yetTo catch thy plaintive soul, leaving, soon gone,Leaving, to catch thy plaintive soul soon gone.
O Negro slaves, dark purple ripened plums,Squeezed, and bursting in the pine-wood air,Passing, before they stripped the old tree bareOne plum was saved for me, one seed becomes
An everlasting song, a singing tree,Caroling softly souls of slavery,What they were, and what they are to me,Caroling softly souls of slavery.
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Scoring Rubric
Poet Biography andQuestions
10
Annotation 5
10 Questions 10
Handout submitted on time for copying
3
Visual portrayal of the poem 10
Effective stations 10
Your completed handouts 12
Wait time research 10
70TOTAL
Scoring Rubric
Poet Biography andQuestions
10
Annotation 5
10 Questions 10
Handout submitted on time for copying
3
Visual portrayal of the poem 10
Effective stations 10
Your completed handouts 12
Wait time research 10
70TOTAL
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Tips for Setting Up This Activity
1. Divide class into groups, each assigned a poet.
2. Provide time for collaboration following the activity instructions
3. Assign a due date for groups’ handouts. (You might choose a
platform such as Google Classroom to distribute and submit
handouts. I find a hard copy easier in this situation.
4. Assign due date for presentation(s). (Depending on the length of
your class period). One group takes 25-35 minutes.
5. On presentation days, set up the stations using the signs provided
in the activity.
6. Begin two groups per station, the others at the wait station.
7. When all stations have raised the “Finished” flag, move the
groups to the next station.
8. In the end, collect the day’s completed
handouts, or if more convenient, collect
compiled handouts and the wait time
activity at the completion of all groups’
presentations.
9. A Rubric is provided to score the
group’s preparation.
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