Harlem Renaissance Poetry Project
American Literature
Modernism 1915-1945
Part I: Biography of Harlem Renaissance Author
Part II: Selected Poetry by teacher
(All poems will be analyzed, but only one will be annotated by each group in class)
Claude McKay—“America” & “The Barrier”
Georgia Douglas Johnson—“My Little Dream” &
“I Want to Die While You Love Me”
Langston Hughes—“Harlem” & “I, Too”
Countee Cullen—“Incident” & “Saturday’s Child”
James Weldon Johnson—“Beauty that is Never Old” & “Deep in the Quiet Wood”
Part III: Select poem of your choice to perform a Choral Reading Performance
(see attached Choral Reading Activity Worksheet)
*This includes artistic and musical expression
Part IV: All information will be presented and housed on a website dedicated to your author. It is
up to you to design your individual site and make the information accessible, detailed,
and visually appealing. All websites will be housed on our class Weebly site.
Part V: Typed Written Evaluation
For this project, you and your group members will research, create a website, present, and teach the selected and
chosen poetry and author background information from the Harlem Renaissance era. You will need to find a
way to make your presentation fun and interesting for the rest of the class. Be creative! Awaken the senses to
the possibilities of poetry! Your presentation should be a minimum of 20 minutes per group. Your
presentation should include:
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Correct and relevant biographical information on the poet (no more than 2-3 minutes)
An expressive (and practiced) reading of the selected poems aloud to the class
An explanation of the annotation of the selected poem (given by the teacher)
An explanation of poems on a literal and philosophical levels
An explanation of the poems message (include theme and tone)
Explanation of the poem’s poetic devices and how they add the meaning of the text
Identification and explanation of the rhyme scheme
Class involvement—create a mini-activity to make the poem come alive for us
Author web page (sets mood, tone, atmosphere, intent)
o *Students must include an example of an artistic expression in presentation that correlates to the
poetry and time period
o *Students must include an example of a musical expression in presentation that correlates to the
poetry and time period
A completion of a choral reading
A folder/binder with a teacher and student copy of each poem/activity to be turned in before your group
presentation
One week before the presentation (during your library time or Advisory), your group will need to meet with
your teacher to discuss your presentation. Every group member must be in attendance for full credit.
***After the presentation, you will be required to write a one-page typed evaluation of your group’s
presentation, your involvement, and your group members. Individual reflections are due the class period
following your group’s presentation.
CHORAL READING ACTIVITY SHEET
Please consider the following items when planning a choral reading:
1. The overall meaning or message of the selection and author intent.
2. How you wish to convey the meaning: (forcefully, gently, matter-of-factly, humorously, dramatically,
satirically, repetitively, rhythmically, etc.)
3. Which part of the selection should be read by: (everyone, a solo voice, a duet, a trio, girls, boys, high voices,
low voices, etc.)
4. Which part of the selection should be read: (slowly, quickly, moderately, choppily, smoothly, variation of
voices, variation of pitch/volume, changing tone, etc.)
5. Each group must include ART in the background from the corresponding time period and needs to reflect
the tone, mood, atmosphere, setting, and intent of the choral reading.
6. Each group must include MUSIC in the background from the corresponding time period and needs to reflect
the tone, mood, atmosphere, setting, and intent of the choral reading.
7. You may add sound effects.
8. You may use special lighting effects.
9. You may add movements, actions, gestures, and/or dance moves.
10. You may infuse singing or rapping to the piece.
11. You may use props, decorations, or audience members.
12. You may use costumes or other thematic elements.
13. The possibilities are endless so…….
Have fun and Be CrEaTiVe!!!!!
14. Remember that practice makes perfect, so practice! Each performance will be allotted points with this in
mind.
Harlem Renaissance Poetry Project Presentation Evaluation
Grading:
Pre-presentation meeting:
Preparedness of ideas and material
Timeliness to meeting
Dependability/responsibility of team members
Presentation:
Accuracy of background information on poet
Delivery of poems
Validity and depth of analysis and interpretation
All poems will be analyzed and one poem will be annotated with the class
Accuracy of the poetic devices
Creativity of activity and presentation as a whole
Use and appearance of interactive web page
Incorporation of artistic expression
Incorporation of musical expression
Choral Reading Activity
Group folder/binder with related info (teacher & student copy)
Individual Paper Evaluation:
One page typed, double spaced, TNR font, 12 pts.
Depth of thought
Effort applied to writing
Evaluation of teamwork
My group’s author is: ________________________________________________________________________
Our presentation due date is: __________________________________________________________________
The date of our meeting is: ___________________________________________________________________
My group members are: ______________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
My responsibilities are: ______________________________________________________________________
__________________________________________________________________________________________
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HARLEM RENAISSANCE POETRY GROUP PROJECT
You and your group members have been assigned an influential American poet, specifically from the Harlem Renaissance. The
Harlem Renaissance was a time of great cultural creativity in the African American community. It impacted the entire American popular
culture during the 1920’s and continued for generations to come, including ours.
Your group is required to complete the following components for your project:
1. The project (hard copy-in a folder) must be turned in to teacher BEFORE the presentation.
2. You must create a website dedicated to your author
3. You must include a detailed author biography.
4. You must annotate one of the required poems from your author and discuss the literal and philosophical meaning of the other.
5. You must perform a Choral Reading of one of the poems, or you can include a third poem to present in this manner (refer to
the Choral Reading Sheet for ideas/suggestions).
6. Class Activity (Creative/Interactive/Grade Appropriate)
FILL OUT AND ATTACH TO THE RUBRIC
GROUP MEMBERS NAMES: ___________________________________________________________________________________
___________________________________________________________________________________________________________
AUTHOR: ___________________________________________________________
WEBSITE
15 PTS ______
*Must include: Author Bio, Required Annotated Poem, Second Poem Analysis, and Poem of Choice/Choral Reading Poem
*Well-organized and interactive
*Colorful/Creative
*Include Art, Music, Photographs of Author
*Legible (easy to read by audience)
AUTHOR BIOGRAPHY
*Detailed
*Accurate
5 PTS ______
ANNOTATION & ANALYSIS
*Thorough/Detailed
*Logical Flow/Consistency
*Thesis Statements
*Literal/Figurative
*Literary Elements
*Quotes/Supports
*Easy for class to understand
25 PTS ______
CHORAL READING
*Unique/Creative
*Music and Art included
*Representative of poem
25 PTS ______
CLASS ACTIVITY
*Engaging
*Age/Grade Level Appropriate
5 PTS ______
COMMENTS:
TOTAL POINTS: _________ / 75
MYP Language A Harlem Renaissance Project & Task Rubric
Criterion A: Content (receptive and productive)
0
1-2
The student demonstrates very limited understanding of the text
and topic, and little or no awareness of the author’s choices.
There is little or no detail, development or support.
3-4
The student demonstrates limited understanding of the text and
topic, and sometimes shows an awareness of the author’s choices,
although detail, development and/or support are insufficient.
The use of terminology is missing, inconsistent and/or incorrect.
The use of terminology is sometimes accurate and appropriate.
5-6
7-8
9-10
The student demonstrates a sufficient understanding of
the text and topic, and an awareness of the author’s
choices, using adequate detail, development and support.
The student demonstrates a good understanding of the text, topic
and the author’s choices, using substantial detail, development
and support.
The student demonstrates a perceptive understanding of the text,
topic and the author’s choices, consistently using illustrative
detail, development and support.
Terminology is usually accurate and appropriate.
Relevant terminology is used accurately and appropriately.
The student shows a sophisticated command of relevant
terminology, and uses it appropriately.
1-2
The student rarely employs organizational structures and/or
language-specific conventions, or uses those that do not serve
the context and intention.
3-4
The student sometimes employs organizational structures and/or
language-specific conventions that serve the context and intention.
The student does not reach a standard described by
any of the following descriptors.
Criterion B: Organization
0
The student does not reach a standard described by
any of the following descriptors.
The work is generally disorganized, unclear and/or incoherent.
The work shows the beginnings of organization but lacks
coherence.
The student employs critical apparatus inappropriately or not
at all.
The student employs critical apparatus with limited success.
5-6
7-8
9-10
The student usually employs organizational structures
and language-specific conventions that serve the context
and intention.
The student consistently employs organizational structures and
language-specific conventions that serve the context and
intention.
The student consistently employs sophisticated organizational
structures and language-specific conventions that serve the context
and intention.
The work is generally organized, clear and coherent.
The work is usually well-organized, clear and coherent and the
ideas being expressed build on each other.
The work is consistently well-organized, clear and coherent and the
ideas being expressed build on each other in a sophisticated
manner.
The student generally employs critical apparatus
correctly.
The student employs critical apparatus correctly.
The student integrates critical apparatus correctly and effectively.
Criterion C: Style and language mechanics
0
The student does not reach a standard described by
any of the following descriptors.
1-2
The student employs a very limited range of appropriate
vocabulary, idiom and sentence structure. There are very
frequent errors in grammar and syntax, which persistently
hinder communication.
There is little or no evidence of a register and style that serve
the context and intention.
There are very frequent errors in punctuation and
spelling/writing, which persistently hinder communication. In
oral/presentation work there is little or no competence in
oratory technique
3-4
The student employs a limited range of appropriate vocabulary,
idiom and sentence structure. There are frequent errors in grammar
and syntax, which hinder communication.
There is some evidence of a register and style that serve the
context and intention.
There are frequent errors in punctuation and spelling/writing,
which hinder communication. In oral/presentation work there is
some competence in oratory technique.
5-6
7-8
9-10
The student generally employs a range of appropriate
vocabulary, idiom and sentence structure. Grammar and
syntax are generally accurate; occasional errors
sometimes hinder communication.
The student employs a range of appropriate vocabulary, idiom
and sentence structure. Grammar and syntax are accurate;
occasional errors rarely hinder communication.
The student employs a wide and effective range of appropriate
vocabulary, idiom and sentence structure. Grammar and syntax are
accurate; very infrequent errors do not hinder communication.
The student consistently uses a register and style that serve the
context and intention.
The student demonstrates mastery of a register and style that serve
the context and intention.
Punctuation and spelling/writing are accurate; occasional
errors rarely hinder communication. In oral/presentation work
there is a good level of competence in oratory technique.
Punctuation and spelling/writing are accurate; very infrequent
errors do not hinder communication. In oral/presentation work
there is a high level of competence in oratory technique.
The student often uses a register and style that serve the
context and intention.
Punctuation and spelling/writing are generally
accurate; occasional errors sometimes hinder
communication. In oral/presentation work there is
adequate competence in oratory technique.
Additional comments:
Total:______