Text Complexity Analysis of Home to Harlem by Claude McKay Text Type: Literature Text Description Recommended Complexity Band Level Home to Harlem provides a rendition of the parallel paths of two young African American men of different backgrounds struggling through prejudice and suspicion in the United States during the Harlem Renaissance of the 1920s. Because of the mature themes explored in this novel it is best taught in 12 grade. th
Quantitative Measure Quantitative Measure of the Text: 860 Range: 740-­‐1010 Associated Band Level: 6-­‐8 Qualitative Measures Text Structure: Moderately Complex Parallel narratives, intense geographical and personal travel narratives. Language Features: Very Complex 1920s African American dialects; 1920s general language usage; complex ideas of meanings and purposes of words. Meaning/Purpose: Very Complex Complex racial and class issues; identity of self; sexual and interpersonal relationships; historical contexts. Knowledge Demands: Exceedingly Complex Cultural knowledge; historical perspectives and in-­‐depth understanding; African American identity theory (1920s); drug culture; East coast perspective; Harlem Renaissance. Why do you want to teach this book? Teaching Home to Harlem provides me with a unique opportunity to help students understand historical racial issues and to discuss mature topics with students. Text Complexity Analysis of Home to Harlem by Claude McKay Text Type: Literature Considerations for Reader and Task Possible Major Instructional Areas of Focus (include 3-­‐4 CCS Standards) for this Text: CCSS.ELA-­‐LITERACY.RL.11-­‐12.1 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. "How do class issues complicate the interpretations of the two m ain narratives?" CCSS.ELA-­‐LITERACY.RL.11-­‐12.2 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. "How does the author's development of parallel narratives inform the reader's comprehension of the themes of racial and personal identity?" CCSS.ELA-­‐LITERACY.RL.11-­‐12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). "In the chapter "The Treeing of the Chef", analyze the dialogue and action exchange that leads to the culminating action where the chef is removed from his position of power. How does language work to support the actions of the lead character?" Below are factors to consider with respect to the reader and task: Potential Challenges this Text Poses: This text includes issues of race, class, sexism, sexuality, and drugs. Some students may be uncomfortable discussing these issues. Differentiation/Supports for Students: For racial issues, set ground rules, have texts on hand to craft responses for racially challenging questions. Prepare students who have not had U.S. history by providing them with easy-­‐to-­‐read information about African Americans during the 1920s. Read some sections aloud if necessary. Resources: Claude McKay: Brief biography (Informational Text) http://www.poetryfoundation.org/bio/claude-­‐mckay “If We Must Die” and other poems by Claude McKay (poetry) http://www.poemhunter.com/claude-­‐mckay/poems/ Harlem Renaissance Music (Informational Text) http://www.allaboutjazz.com/the-­‐harlem-­‐renaissance-­‐and-­‐american-­‐music-­‐by-­‐
mike-­‐oppenheim.php Harlem Renaissance Jazz Music (YouTube) https://www.youtube.com/watch?v=BB_DmFz6Xoc The Harlem Renaissance: The Rise of African American Literature, Art, and Music (YouTube) https://www.youtube.com/watch?v=9RQ-­‐Ha9JmpI Created by (name, state, email, date) Reviewed by ____________________________________________(name, state, e-­‐mail, date)