11th Grade- Unit 5- The Harlem Renaissance and Modernism Lesson Plans
***PLEASE NOTE THAT LESSON PLANS ARE SUBJECT TO CHANGE WHEN NEEDED.
Day One:
ObjectivesStudents will be able to relate the Harlem Renaissance to modern times.
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including where the text leaves matters
uncertain [RL 11.1]
3. Analyze the impact of the author’s choices regarding how to develop and relate a story or
drama [RL 11.3]
4. Determine word meanings 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 [RL 11.4]
5. Analyze how an author’s choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well its aesthetic impact [RL 11.5]
Before: Outline pages 865-867 on the Harlem Renaissance; Outline pages 871-873;
During: Discuss and analyze timeline on 874 & 875
After: Class discussion comparing Harlem Renaissance to modern times
Day Two:
Students will be able to discuss characteristics of modern poetry within Langston
Hughes’ poems.
Objectives3. Analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (where the story is set, how the action is ordered, how the characters
are introduced and developed) [RL 11.3]
4. Determine word meanings 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 [RL 11.4]
38. Use context as a clue to the meaning of a word [L 11.4a]
39. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. [L 11.5]
Before: Introduce Langston Hughes- PowerPoint on Smartboard. Then students will
complete Interactive Readers pages 292 & 293 (background and poems) and answer side
questions in Interactive Reader.
During: Students will read pages 294-296. Then, they will complete pages 297-299 in the
Interactive Reader independently to answer the “after reading” questions.
After: Review Outline of Harlem Renaissance to prepare for quiz tomorrow.
Day Three:
Students will be able to compare and contrast Hughes’s poems.
Students will identify elements of modern poetry in each poem.
Objectives:
1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text including determining where the text
leaves matters uncertain. [RL 11.1]
3. Analyze the impact of the author’s choices regarding how to develop and relate elements
of a story or drama (where the story is set, how the action is ordered, how the characters
are introduced and developed) [RL 11.3]
4. Determine word meanings 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 [RL 11.4]
38. Use context as a clue to the meaning of a word [L 11.4]
39. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. [L 11.5]
Before: Quiz on Harlem Renaissance
During: Continue with Langston Hughes- Read “I, Too” and “Weary Blues” and perform
class analysis of the text. Students will work in partners to complete text analysis questions
on page 885 about the four Langston Hughes poems covered in class. Also, students will
complete pages 288-299 in the Interactive Reader.
After: Turn in text-based questions.
Day Four:
Students will become familiar with Zora Neale Hurston.
Students will identify repetition and parallel structure in How It Feels to Be Colored Me
by Zora Neale Hurston.
Students will be able to compare and contrast poetry written by Langston Hughes and
Zora Neale Hurston.
Objectives:
3. Analyze the impact of the author’s choices regarding how to develop and relate a story or
drama [RL 11.3]
8. Demonstrate knowledge of twentieth and twenty-first century foundational works of
American Literature, including how two or more texts from the same period treat similar
themes or topics. [RL 11.9]
35. Apply understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [L1a]
Before: Review any last minute questions on Langston Hughes. Introduce author Zora
Neale Hurston by SMARTBoard. Read bio on page 898.
During: In collaborative groups, read the essay “How It Feels To Be Colored Me.” Students
will complete textual analysis questions at the end of the essay.
After: Reflect on the content through the analysis questions and work in the IR on pages
300-309.
Day Five:
Students will be able to participate in class discussion about Zora Neale Hurston.
Students will be able to analyze and identify rhetorical techniques (repetition and
parrallel structure).
Objectives:
8. Demonstrate knowledge of twentieth and twenty-first century foundational works of
American Literature, including how two or more texts from the same period treat similar
themes or topics. [RL 11.9]
35. Apply understanding that usage is a matter of convention, can change over time, and is
sometimes contested. [LIa]
Before: Complete any discussion and checking of the textual analysis questions and the IR
During: Continue with Hurston by answering questions 1-9 on page 905.
After: Discuss and analyze questions in a whole class discussion.
Day Six:
Students will be able to answer quiz questions about Hurston and Hughes.
Students will familiarize themselves with Robert Frost and his poetry.
Objectives:
8. Demonstrate knowledge of twentieth and twenty-first century foundational works of
American Literature, including how two or more texts from the same period treat similar
themes or topics. [RL 11.9]
10. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain [RI. 11.1]
13. Determine the meaning of words and phrases as they are used in the text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a text. (RI 11.12]
Before: Students will complete a quiz on Langston Hughes and Zora Neale Hurston.
During: Introduce Frost and Modernism on page 936. Read bio and discuss elements of his
distinct writing style (diction, imagery, and mood).
After: Read “Acquainted with the Night” on page 939 and analyze the poem as a class
paying attention to diction, imagery, and mood.
Day Seven:
Students will be able to locate style in poetry- focusing on imagery, diction, and mood.
Objectives:
8. Demonstrate knowledge of twentieth and twenty-first century foundational works of
American Literature, including how two or more texts from the same period treat similar
themes or topics. [RL 11.9]
10. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain [RI. 11.1]
13. Determine the meaning of words and phrases as they are used in the text, including
figurative, connotative, and technical meanings; analyze how an author uses and refines the
meaning of a key term or terms over the course of a text. (RI 11.12]
Before: Review and discuss Frost and Modern poetry and elements. Discuss how Frost’s
life influences and impacts his poetry. Listen to “Nothing Gold Can Stay” and “Out, Out”
through use of the SmartBoard. Analyze each poem as a class. Students will then examine
the diction, imagery, and mood of each poem with partners and fill out textual analysis
chart accordingly.
During: Introduce students to narrative poetry on page 943. I will explain how dialogue,
plot, characterization, and setting influence the poem “The Death of the Hired Man.”
Students will then listen to the audio version of this poem through the SmartBoard. They
will follow along in their books on pages 944-949.
After: Students will complete the character analysis chart for the characters of Mary and
Warren in the story using set line numbers of dialogue. Based off of the conversation
between characters, they will make inferences about characters’ traits.
Day Eight:
Students will be able to locate examples of stream of consciousness.
Objectives:
2. Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to
produce a complex account; provide an objective summary of the text. [RL 11.2]
5. Analyze how an author’s choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well as its aesthetic impact. [RL 11.5]
Before: I will review diction, mood, and imagery with students. We will also discuss the
characteristics of the characters Mary and Warren in “The Death of the Hired Man.”
Students will be prompted to ask any questions about Frost before moving on.
During: Read Introduction to T.S. Elliot on page 968. Then, we will look at Elliot
PowerPoint online that focuses on alienation, summarization, and stress of consciousness.
Students will complete the Interactive Reader while reading the poem “The Love Song of J.
Alfred Profrock” on pages 320-327.
After: Students will complete the text analysis questions on page 974.
Day Nine:
Students will be able to analyze and interpret modern literature.
Students will be able to locate different strategies and techniques implemented within
modern poetry.
Objectives:
RL 1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. [RL. 11-12.1]
RL 2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text. [RL.1112.2]
RL 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. [RL.11-12.4]
RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
RL 8- Demonstrate knowledge of twentieth-and twenty first-century foundational works of
American literature, including how two or more texts from the same time period treat
similar themes or topics. [RL.11-12.9]
Before: As a class, we will discuss yesterday’s reading of “The Love Song of J. Alfred
Prefrock again. We will analyze stream of consciousness within it.
During: Students will complete any assignments missing from their Unit 5 poetry notebook
check.
After: There will be a class discussion reviewing for tomorrow’s poetry test. We will
discuss and review literary terminology covered throughout the poetry section of unit 5.
Students will then be assigned the Robert Frost parody poem.
Day Ten:
Students will be able to analyze and interpret modern literature.
Students will be able to locate tone, theme, speaker, imagery, and irony in modern
poetry, prose, and visual images.
Students will be able to define words used in modern poetry, prose, and visual images.
Objectives:
RL 1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. [RL. 11-12.1]
RL 2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text. [RL.1112.2]
RL 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. [RL.11-12.4]
RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
RL 8- Demonstrate knowledge of twentieth-and twenty first-century foundational works of
American literature, including how two or more texts from the same time period treat
similar themes or topics. [RL.11-12.9]
RI 10 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. [RI.11-12.1]
RI 11 Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text. [RI.11-12.2]
W 20 Write informative or explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. [W.11-12.2]
a. Introduce a topic; organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension. [W.11-12.2a]
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. [W.11-12.2b]
W 22 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. [W. 11-12.4]
W 25 Conduct short as well as more sustained research projects to answer a question or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
[W.11-12.7]
Before: Students will answer their daily bell ringer and clear their desks for the test.
During: Students will take the Unit 5 poetry test.
After: Students will turn in their notebook check for the poetry unit.
Day Eleven:
Students will be able to analyze descriptive details.
Students will be able to identify subjective vs. objective reporting.
Students will be able to identify point of view.
RL 8- Demonstrate knowledge of twentieth-and twenty first-century foundational works of
American literature, including how two or more texts from the same time period treat
similar themes or topics. [RL.11-12.9]
RI 10 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. [RI.11-12.1]
RI 15 Determine an author’s point of view or purpose in a text which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text. [RI.11-12.6]
RI 18 By the end of grade 11, read and comprehend literary nonfiction in the Grade 11
College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as
needed at the high end of the range. [RI.11-12.10]
W 21 a Engage and orient the reader by setting out a problem, situation, or observation and
its significance, establishing one or multiple point(s) of view, and introducing a narrator
and/ or characters; create a smooth progression of experiences or events. [W.11-12.3a]
W 21 e Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative. [W.11-12.3e]
SL 32 Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
[SL.11-12.4]
L 37 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. [L.11-12.3]
L 39 Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]
Before: Students will read Hemingway bio in textbook.
During: Look at powerpoint focusing on subjective reporting vs objective reporting, first
and second person point of view, and sensory details.
After: Read and discuss A New Kind of War using the worksheet.
Day Twelve:
Students will be able to identify types of dramatic irony and situational irony.
Students will be able to analyze the author’s use of descriptive detail.
RL 1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. [RL. 11-12.1]
RL 6 Analyze a case in which grasping point of view requires distinguishing what is directly
stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
[RL.11-12.6]
Before: Flannery O’Connor introduction and bio on page 1078. Introduce types of irony
and descriptive detail.
During: Read “The Life You Save May Be Your Own” pages 1080-1089. Stop during reading
and focus on passages.
After: Answer text analysis questions following the story and fill in worksheet.
Day Thirteen:
Students will be able to write an argument.
Students will be able to analyze sequence in a text using stream of consciousness.
Objectives:
RL 3 Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed). [RL.11-12.3]
RL 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. [RL.11-12.4]
RL 5 Analyze how an author’s choices concerning how to structure specific parts of a text
contribute to its overall structure and meaning as well as its aesthetic impact. [RL.11-12.5]
W 19 Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence. [W.11-12.1]
L 37 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. [L.11-12.3]
L38 Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L.1112.4c]
Before: Introduce William Faulkner by reading bio on page 1064. Then, look at powerpoint
on point of view and sequence.
During: Read “A Rose for Emily” focusing on target passages and sequence handout
provided.
After: Complete Reading and Writing connection on page 1077.
Day Fourteen:
Students will be able to discuss elements of “A Rose for Emily”
Students will be able to chart character motives.
Students will be able to write using coordinating conjunctions, dashes and phrases.
Objectives:
RL 2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text. [RL.1112.2]
RL 3 Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed). [RL.11-12.3]
RL 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. [RL.11-12.4]
L 35a Apply the understanding that usage is a matter of convention, can change over time,
and is sometimes contested. [L.11-12.1a]
L 36 Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
L 36a Observe hyphenation conventions. [L.11-12.2a]
L 37a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences: Syntax as
Style) for guidance as needed; apply an understanding of syntax to the study of complex
texts when reading. [L.11-12.3a]
L 39b Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]
Before: Quiz on “A Rose for Emily”
During: Introduce F. Scott Fitzgerald. Also show powerpoint on style and character
motivation. Summarize main plot of “Winter Dreams” for students.
After: Complete Grammar and Style Page on 1001
Homework: Study for short story test tomorrow.
Day Fifteen:
Students will be able to analyze modern short stories for plot and style and use of
language.
Students will be able to use sentence context to define a word.
Students will be able to analyze nonfiction for central ideas and main ideas.
Objectives:
RL 1 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. [RL. 11-12.1]
RL 2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text. [RL.1112.2]
RL 3 Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how the
characters are introduced and developed). [RL.11-12.3]
RL 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. [RL.11-12.4]
RL 8- Demonstrate knowledge of twentieth-and twenty first-century foundational works of
American literature, including how two or more texts from the same time period treat
similar themes or topics. [RL.11-12.9]
RI 10 Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain. [RI.11-12.1]
RI 11 Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text. [RI.11-12.2]
L 38a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase. [L.1112.4a]
Before: Review “Winter Dreams” if needed
During: Students will take the unit 5 short story assessment
After: Students will turn in their unit 5 short story notebook for grading.