Kelley Akhiemokhali
March 4th/5th
AP Eng. III Lesson
*This lesson is heavily influenced by Riverdeep.**
http://riverdeep.dpsnc.net/
North Carolina Standard Course of Study:
Competency Goal 4—The learner will critically analyze text to gain meaning, develop
thematic connections, and synthesize ideas.
Competency Goal 5—The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.
Objectives: Students will be able to identify the characteristics of folktales in Their Eyes
Were Watching God.
Materials:
Notes on folktales, available at http://riverdeep.dpsnc.net/
Class set of the handout "How Mr. Rabbit Was Too Sharp for Mr. Fox."
TIME:
0-5
minutes
0-5 min.
10 min.
15-20
min.
Anticipatory Set: While the teacher is checking HW, the students will
write down any references to nature or horizons they noticed in Chs. 56.
Discuss as a whole class.
The students will break into groups and discuss their respective themes.
Everyone is expected to take notes because these notes will help them
on their timed writing and unit test. If students finish discussing their
themes early, they can begin discussing any mule references within
these chapters.
The class will discuss the themes as a whole.
10-15
minutes
The students will discuss the general plot.
15 min.
The teacher will lecture briefly on folktales and its role in TWWG using
the attached notes.
10 min.
In small groups, the students will read the folktale “How Mr. Rabbit
Was Too Sharp for Mr. Fox.” The dialect will be difficult for most
students, which is why they are allowed to work through the material in
groups.
10
Discuss what lessons/themes can be taken from this story. How does it
reflect back on the community which tells this story?
5 min.
10 min.
A: The glorification of the underdog, an ability to outsmart the projected
winner, wits over brawn, etc…
In the same groups as before, the students can search for folktales in the
assigned TWWG chapters.
The teacher will briefly discuss how Hurston, as an anthropologist,
often incorporated folktales into her work. She definitely incorporated
folktales into TWWG. The mule folktale from these chapters is a very
important one (and it’s a recurring motif).
Kelley Akhiemokhali
March 6th/March7th
AP Eng. III Lesson
*This lesson is heavily influenced by Riverdeep.**
http://riverdeep.dpsnc.net/
North Carolina Standard Course of Study:
Competency Goal 4—The learner will critically analyze text to gain meaning, develop
thematic connections, and synthesize ideas.
Competency Goal 5—The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.
Competency Goal 6—The learner will apply conventions of grammar and language
usage.
Competency Goal 6.01—Demonstrate an understanding of conventions of language by
decoding vocabulary using knowledge of Anglo-Saxon, Greek, and Latin bases and
affixes.
Objectives:
Students will be able to discern the meaning of a word by figuring out the meaning of its
affixes and suffixes.
The students will be able to trace the character development of important characters such
as Nanny, Janie, Tea Cake, Logan Killicks, and Joe Starks.
Materials:
Character Development chart
PowerPoint
Computer
TWWG book
TIME:
30 min.
The guidance counselors will discuss senior classes and college options
with the juniors.
20-25 min.
The students will continue with their vocabulary. From the pictures and
the words given in the PowerPoint, they should be able to give an
estimated guess on what the root word means.
The students will break into groups to discuss their assigned themes.
The teacher will circulate around the room checking homework.
10 min.
20-30 min.
Within the same groups as their theme groups, students will be given a
chart to fill in on how a particular character developed (either Janie,
Nanny, Logan, Joe, or Tea Cake). The students are expected to also note
the motifs of the horizon, nature, and the mule; write down any
important quotes; and explain how they believe the character has
developed. These charts will be presented during the next class and will
help students study for their unit test.
Monday, March 10, 2008/ Tuesday, March 11, 2008
Standard Course of Study:
Competency Goal 4—The learner will critically analyze text to gain meaning, develop
thematic connections, and synthesize ideas.
Competency Goal 5—The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.
Competency Goal 6—The learner will apply conventions of grammar and language
usage.
Competency Goal 6.01—Demonstrate an understanding of conventions of language by
decoding vocabulary using knowledge of Anglo-Saxon, Greek, and Latin bases and
affixes.
Objectives:
Students will be able to discern the meaning of a word by figuring out the meaning of its
affixes and suffixes.
Students will be able to compare and contrast the themes present in Langston Hughes’s
“The Negro Speaks of Rivers” to Countee Cullen’s “Heritage.”
Students will be able to compare and contrast the themes present in Langston Hughes’s
“I, Too” to Walt Whitman’s “I Hear America Singing.”
Students will be able to develop an appreciation for Countee Cullen via reading his
famous poems “Tableau” and “Incident.”
Materials:
**The teacher will place an Elements of Literature book underneath every student’s desk
before class begins.**
Overhead copy of Walt Whitman’s “I Hear America Singing” (also available in The
American Reader under The Civil War)
Class set of Elements of Literature Textbook
Langston Hughes Poetry Packet (students have already received)
Copies of Cullen’s “Heritage”
Computer
Projector
Unit 12 Wordskills PowerPoint
TIME:
0-5 min.
5-7 min.
Anticipatory Set: Walt Whitman’s “I Hear America Singing” will be
projected onto the wall as the students walk into the classroom. Students
will read the poem and jot down any ideas on how this may relate to the
Harlem Renaissance. Why would we be re-reading a poem written in
1860 when talking about a literary movement that happened in 1920s?
Transition: Pull out your Langston Hughes poetry packets. We’re going to
read his poem “I, Too,” published in 1925. If you do not have the packet
either share with someone who does or grab an American Reader.
Q: How does this poem compare to “I Hear America Singing?”
A: He starts out the poem by saying that he too is singing. Hughes wrote
this poem in response to Walt Whitman’s piece. The American Reader
states, ‘“It is a response to Walt Whitman’s “I Sing America,” [I Hear
America Singing] an affirmation that “the darker brother” also sings an
American song and will gain a place at the American table” (Ravitch,
450).
0-2 min.
Q: What do you think this says about one of the Harlem Renaissance’s
objectives? A: To “speak back” to white literature.
Transition: We’re going to continue comparing different poems from the
Harlem Renaissance and see if we can tease out more themes and ideas.
Being able to synthesize different pieces of literature is great practice for
the AP test. “The Negro Speaks of Rivers” is also available in The
American Reader under the section World War I and After.
The teacher will pass out the Countee Cullen handouts and the attached
discussion question:
Compare the ideas presented in Cullen’s “Heritage” to those presented in
“The Negro Speaks of Rivers.” What claims are made in each respective
piece about heritage and its function within society? What can you infer
from these pieces about the discussions surrounding the importance, or
lack of importance, of heritage within the Harlem Renaissance?
7-10 min.
With a partner, take the time to read Hughes’s “The Negro Speaks of
Rivers” and then Cullen’s “Heritage” and answer the questions in your
notes.
2-5 min.
Class discussion about what it means to have a particular cultural history
and, perhaps, different notions of Africa. Is Africa often romanticized in
certain people’s eyes? What other ideals or countries are used as symbols
for a better day or time period?
0-2 min.
5 min.
Transition: Let’s now look briefly at two other poems that Cullen is
famous for, “Tableau” and “Incident.” There’s SO much literature from
the Harlem Renaissance that I want to expose you to, but for the sake of
time I can only choose a few pieces. Underneath your desk there should
be a textbook. Open it to page 745. We will first read Cullen’s “Tableau.”
In “Tableau” there are four metaphors that I want you to look for. We will
discuss them briefly after we read the poem (taken from page 748).
Ask a student to read “Tableau” aloud.
Metaphor—a figure of speech that makes a comparison between two
unlike things without the use of a specific word of comparison (745).
Q: What are the four metaphors and who or what are they describing?
A: The golden splendor of the day—the white boy; the sable pride of
night—the black boy; lightning brilliant as a sword—compares lightning
to a sword. Essentially describing the shock of the town to see the two
boys together; the path of thunder—discussing the future fallout for the
two boys transgressing racial mores.
5 min.
Transition: We’re now going to read Cullen’s other poem “Incident.”
Ask a student to read “Incident” aloud.
Questions from pg. 748
2. What do you think leads the “Baltimorean” to act as he does? Are his
actions more disturbing or less disturbing because he is a child? Explain.
3. What does the word incident suggest to you? Why do you think Cullen
chose this as his title? **This goes back to TP-CASTTing and how a title
can change meaning after reading the poem.
4. The speaker never directly states his emotional response to the
experience. How does the last stanza indirectly make clear the impact the
encounter had on him?
20-30 min.
Ms. Baker and the research paper
30-40 min.
Transition: We are now going to move into Wordskills. I need everyone
to focus and write quickly because we have a lot of important material to
cover. We are doubling up on words today because guidance took the
majority of the class period last week.
Word Skills Vocabulary lesson (see attached PowerPoint created by 12th
grade English teacher Anne Olivar). The teacher will teach AGON
through PETR. The students will guess what the root word means based
on the available picture and the three words given. The students will learn
new vocabulary words at the same time.
Notes:
Hughes wrote “The Negro Speaks of Rivers” while on the train from New England to
Mexico to visit his father. This poem, most likely, was inspired by a potential view of the
Mississippi River while traveling to Mexico. The poem was published in 1921.
Countee Cullen (1903-1946)
ƒ Born in Kentucky but raised by Elizabeth Porter, who is believed to be his
paternal grandmother.
ƒ After Porter died in 1918, Cullen lived with Rev. Frederick Cullen and Carolyn
Cullen in Harlem.
ƒ Attended NYU
ƒ Worked on a Master’s at Harvard.
ƒ Unlike Hughes, did not use the blues or jazz in his own writing. He was a very
traditional writer and often followed a strict rhyme scheme.
o Similarly, did not use a lot of dialect.
ƒ Said he was uncomfortable being considered a “race writer,” but some of his most
famous poems are about race. How does this compare to Langston Hughes’s intro
in The Negro Artist and the Racial Mountain?
ƒ Received a Guggenheim in 1928.
ƒ 1928 married W.E.B. Du Bois’s daughter—Nina Yolande Du Bois—left her only
two months later and went to Europe.
ƒ Taught French and English in NYC to support himself
ƒ Received a lot criticism for trying to bring to the stage Arna Bontemps’ novel
God Sends Sunday because, similar to Hughes, it focused on “the lower classes.”
Ties to Durham/Fun Facts
ƒ Hurston worked as a drama instructor at the North Carolina College for Negroes
at Durham (North Carolina Central University).
ƒ
Langston Hughes’s poem “Theme for English B” mentions him living in
Durham, North Carolina.
Assessment: Students will be assessed via class discussion.
Kelley Akhiemokhali
Educ. 215/Dr. Wynn
AP English III
Wednesday, March 12, 2008/ Thursday, March 13, 2008
Standard Course of Study:
Competency Goal 4—The learner will critically analyze text to gain meaning, develop
thematic connections, and synthesize ideas.
Competency Goal 5—The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.
Competency Goal 6—The learner will apply conventions of grammar and language
usage.
Competency Goal 6.01—Demonstrate an understanding of conventions of language by
decoding vocabulary using knowledge of Anglo-Saxon, Greek, and Latin bases and
affixes.
Objectives:
Students will be able to write an essay explaining how the theme of either
love/money/happiness; race; women’s empowerment; or independence influences Their
Eyes Were Watching God.
Students will be able to discern the meaning of a word by figuring out the meaning of its
affixes and suffixes.
Materials:
Copies of the essay prompt
Computer
Projector
WordSkills 12
Synthesis Packets
Directions on which poems and essays to omit
TIME:
0-5 min.
Welcome to class. Today there is a timed writing so please
clear your desk of everything except your book, your notes
on the various themes, a pen, and paper. You are allowed
to write on this prompt.
The teacher will pass out the prompt.
45 min.
The students will have 45 min. to write an essay that
answers one of the following questions:
1.) How does Janie become more independent as the novel
progresses? Identify at least three major steps she takes
toward becoming a more empowered woman in the book.
2.) Which do you think is more essential to finding
happiness, love or money? Qualify your answer using
examples from Janie’s life.
3.) Identify 2-4 key points in the novel in which race
influences the direction of the plot. How does race play a
role in the novel as a whole?
20-30 min.
**These questions were prepared by Lauren Kolbyarz for
her Harlem Renaissance unit.**
Transition: We are now going to move into Wordskills. I
need everyone to focus and write quickly because we have
a lot of important material to cover. We are doubling up on
words today because guidance took the majority of the
class period last week.
Word Skills Vocabulary lesson (see attached PowerPoint
created by 12th grade English teacher Anne Olivar). The
teacher will teach PLE (PLEN, PLET) through VICT
(VINC). The students will guess what the root word means
based on the available picture and the three words given.
The students will learn new vocabulary words at the same
time.
25 min.
Transition: If you’re done copying down the vocabulary
words pull out the various copies of literature we have read
so far with the Harlem Renaissance.
With a partner, students will begin to fill out the synthesis
chart (attached). This chart will help the students review
for their test, which will be Thursday, March 20th or
Monday, March 24th. The teacher will also hand out
instructions on which pieces to omit. In order to save
paper, the teacher did not recopy the new synthesis chart
since everything was already printed. The students will
have time during the next class period to continue working
on the synthesis chart.
The teacher can play soft jazz or blues music in the
background while the students work. The teacher will
circulate around the room to make sure the students are
remaining on task.
The teacher will check the students’ HW while they are
working on the synthesis packets.
Assessment: The students will be assessed via their essays and the discussions they have
in groups.
Kelley Akhiemokhali
Educ. 215/Dr. Wynn
AP English III
Friday, March 14, 2008/ Monday, March 17, 2008
Standard Course of Study:
Competency Goal 4—The learner will critically analyze text to gain meaning, develop
thematic connections, and synthesize ideas.
Competency Goal 5—The learner will interpret and evaluate representative texts to
deepen understanding of literature of the United States.
Competency Goal 6.01—Demonstrate an understanding of conventions of language by
decoding vocabulary using knowledge of Anglo-Saxon, Greek, and Latin bases and
affixes.
Objectives:
Students will be able to discern the meaning of a word by figuring out the meaning of its
affixes and suffixes.
Students will be able to discuss how plot development, certain quotes, passages, and
phrases impact four of Their Eyes Were Watching God’s themes (love/money/happiness,
independence, women’s empowerment, and race).
Students will be able to synthesize the various literature and themes they have read in
order to draw parallels amongst different texts and Their Eyes Were Watching God.
Materials:
Index Cards
Computer
Projector
Copies of TWWG Review Sheet
REMINDERS: Drafts of paper are due March 18th or 19th. Begin reviewing for test.
Know how to TP-CASTT a poem. Review all of the material we have covered in
class. Continue studying for the test (20th or the 24th). Ms. Akhiemokhali will stop
teaching on March 20th or the 24th (test day). Ms. Baker will teach the next class
period (18th and 19th). Ms. Akhiemokhali will remain at Jordan until April 11th.
TIME:
10-15
minutes
10-15
minutes
The students will break into their jigsaw groups and discuss the
themes of love/money/happiness, race, women’s empowerment, and
independence. As the students are talking amongst themselves, the
teacher will go around and check HW. If the students finish early,
they can work on their synthesis packets.
As a whole, the students will discuss the final chapters of TWWG.
Students will stay in their groups, but turn so that they can face the
teacher. The following discussion questions, from Riverdeep, can
serve as a conversation starter:
1. State and explain Tea Cake’s reaction to the approaching
hurricane.
2. Explain the significance of the phrase “their eyes were watching
God.”
3. Detail Janie and Tea Cake’s encounter with the mad dog during
the hurricane.
Chapters 19-20
4. Tea Cake and Janie find safety in Palm Beach. Describe Tea
Cake’s encounter with two white men in town.
5. Tea Cake brings Janie surprising news about one of their friends
after the hurricane. Summarize Tea Cake’s news.
6. Describe Tea Cake’s illness.
7. Detail the circumstances surrounding Tea Cake’s death.
8. Why does Janie leave the muck?
9. Why is Janie now able to live in her old house?
By default, when discussing the plot the four themes will also be
discussed.
20-30 min.
TWWG Figurative Language Search
(10 min. to
write and 10
min. to
share)
Transition: We have now discussed the overall plot and themes
present in TWWG. Of course, I’m going to ask everyone to dig deeper
still. One of the reasons Hurston’s book is so famous is because of its
figurative language. What are some examples of figurative
language? We are going to look at personification, hyperboles,
metaphors, and similes.
Personification--giving human-like qualities to inanimate objects.
Metaphors— implied comparison of seemingly unlike objects not
using “like” or “as”
Similes-- comparison of seemingly unlike objects using “like” or “as”
Hyperboles--an exaggeration
The teacher will hand each child a color-coded index card. Green=
personification, yellow= hyperboles, orange= metaphors and green =
similes. Each group will have the same color-coded card. Each student
should write their name on the card. On one side of the card the
student should write the definition of their term. On the other side they
should write one or two examples of their term from the text. This
will be taken up by the teacher.
Ex:
Kelley Akhiemokhali
Personification—giving human-like qualities to inanimate objects.
“The sea was walking the earth with a heavy heel.”
“The sun left his footprints in the sky.”
Each group will share two examples that they found from the text.
15-20 min.
0-5 min.
(This activity is based off of the AP Vertical Teams Guide for English
and a recommendation by Lauren Kolbyarz)
Synthesis Chart Activity
Either within their group or by themselves, students will be given time
to work on their synthesis chart. The teacher will circulate around the
room and answer any questions the students may have concerning the
texts.
Transition: We have covered a lot in the past few weeks. We’ve
looked at authors from Langston Hughes to Marita Bonner. We’ve
TP-CASTTed poems and talked about some of the social issues that
surrounded the Harlem Renaissance. TWWG had us look at a certain
dialect and, sometimes, new words. Before we move on to
vocabulary—some more new words—I want to close the literature
unit by doing two things: 1.) reading a poem that I love and 2.) asking
for the class’s opinion. I first read Langston Hughes’s “Mother to
Son” poem when my grandmother gave me a book of AfricanAmerican literature when I was in the second grade. [I will read the
poem].
On a scrap sheet of paper, you do not have to write your name on it,
please write down two things that you liked and/or learned about this
unit and two things you think could have been done differently. Once
I collect those, pull out your Word Skills books.
20-30 min.
Word Skills Vocabulary
Students will continue with Word Skills. The goal is to work through
as many words as is feasibly possible while still making sure that
learning is taking place. The guidance counselor’s visit last week
eliminated vocabulary and, as a result, placed the classes behind
schedule.
Assessment: Students will be assessed via the index card activity, group discussion, and
class discussion.