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UNIT TITLE: Race, Class, Gender, and Passing: A Critical Look at 1920s Harlem and the African American Dream
LENGTH: 5 weeks
GRADE LEVEL: 11th
 INTRODUCTION, OVERVIEW, & RATIONALE
This unit takes a critical look at the Harlem Renaissance and the African American experience in 1920s Harlem. Through the
tropes of double-consciousness and performativity, we will explore how issues of race, class, and gender converge in the lives of
African Americans at the time and how it worked to shape their perception of themselves and their relation to others. We will focus on
Nella Larsen’s Passing as the primary text for the unit, as the novel is set in 1920s Harlem at the height of the Harlem vogue and deals
with issues of race, class, and gender in complicated ways. It is also a lesser read novel and presents a different perspective from other
mainstream Harlem Renaissance texts; that is, its protagonist is female, mixed race, and part of the upper echelon of society. The
protagonist, Irene Redfield, is fair-skinned enough to pass for white, but she is married to a dark skinned man and has two children,
one of whom is also dark. She chooses to pass only to access the luxuries of the white world, such as shopping on Madison Avenue
and having tea on the rooftop of the Drayton Hotel, and she resents Clare’s passing permanently. Clare Bellew, Irene’s childhood
friend, has a white husband and passes permanently although she has a longing to return to Harlem and spend time with African
Americans. While passing most explicitly refers to a light skinned African American adopting a fully White persona in the novel,
passing also becomes a metaphor for performing all types of identities that aren’t one’s own. In terms of class, Irene is only able to
pass for an upper class respected woman in the African American community because of her ability to pass into the white world and
because her husband, though dark, is a doctor. Clare grew up poor, but after she married her husband, she was able to pass into the
upper class. When she returns to Harlem, she is able to cross class lines, interacting with lower-class African Americans in ways that
Irene cannot. In terms of gender, it can be said that Irene and Clare are passing for heterosexual because of the sexuality evident in
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their interactions. Larsen is neither often read nor recognized as a Harlem Renaissance great, but this novel explores many of the
tensions and attitudes of African Americans during the Harlem Renaissance and exposes the fluidity of racial, sexual, and class binary
categorizations. We will also explore the history surrounding the Harlem Renaissance (Great Migration, major figures and
organizations), Harlem as the site of the (African) American Dream, and how passing complicated the (African) American Dream.
Supplementary texts for the unit will include Alain Locke’s essay “The New Negro,” Langston Hughes’ essay “The Negro
Artist and the Racial Mountain” and his short story “Passing,” Zora Neale Hurston’s essay “What White Publishers Won’t Print,” and
the first chapter of W.E.B. Du Bois’ The Souls of Black Folk, entitled “Of Our Spiritual Strivings.” We will also view the 1959 film
version of Imitation of Life. Imitation of Life deals with passing and performing identities. Hughes’ short story “Passing” gives a male
perspective and shows the conflicted emotions those who pass felt. The Du Bois chapter is one of the most important African
American critical theory documents and explores the term double-consciousness, which is the trope through which we will read
Passing. Alain Locke describes a somewhat different world and self-view in “The New Negro” and Langston Hughes suggests a
remedy of sorts for double consciousness in “The Negro Artist and the Racial Mountain.” We will look at these three texts to see how
the concept of double consciousness as well as the alternatives presented by Locke and Hughes figure thematically in Nella Larsen’s
Passing. In Hurston’s essay, she asks that white publishers and black writers stop producing works that further perpetuate negative
stereotypes. Passing seems to be an answer to Hurston’s call by portraying upper class, female African Americans, yet can still be
seen as another failure in its dealing with the tragic mulatto figure. Students can argue about whether Passing answers or fails to
answer Hurston, Hughes, and Locke’s call for a new type of “Negro Art.”
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 INSTRUCTIONAL RESOURCES
Primary Text
 Passing by Nella Larsen – Nella Larsen’s Passing takes place in 1925 in Harlem, and briefly in Chicago. During this time,
many African Americans were migrating up North to escape the Jim Crow South and take advantages of the job and
educational opportunities available in the North. Some African Americans went up North so they could pass and adopt a white
identity. Harlem ended up being a mecca for African-American life. This book presents the experience of a wealthy mixed
African American female who passes to enjoy the luxuries of White cosmopolitan life. Her class status is heavily dependent
upon her ability to pass as White. Her life is thrown for a loop when her childhood friend, Clare Kendry, who married a White
man and passes permanently, re-enters her life and we see how unreliable of a narrator she is in her descriptions of Clare, of
race, of class, of gender, and of African American life. While she makes herself out to be the pillar of the African American
community, we see how her actions reinforce racial, sexual, and class distinctions. Clare, however, passes between racial,
class, and sexual boundaries with ease, complicating these rigid categorizations. While Clare benefitted financially from
passing, she felt a longing to be with African Americans again. While Irene and her husband have esteem within the African
American community, Irene uses her ability to pass to control her husband and sons, and her husband longs for Brazil because
the American Dream is not enough for him. The tensions present in the novel make for rich discussion and the controversial,
ambiguous ending is sure to get students arguing about who killed Clare, why, and what her death means.
Supplementary Materials
 “Of Our Spiritual Strivings,” excerpted from The Souls of Black Folk by W.E.B. Du Bois – This is one of the most
important African American critical theory documents and explores the term double-consciousness, which is the trope through
which we will read Passing and the other supplementary texts of the unit. Double-consciousness is also one of the most
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heavily explored themes in African American literature and is crucial to understanding passing as a novel, metaphor, and
phenomenon.

“Passing” by Langston Hughes – This is a short story written as a letter from a young man who passes for White to his
African American mother. The young man is reflecting on how it felt to have to pretend he didn’t know his mother when he
saw her on the street while walking with his white girlfriend. While the narrator was resentful and sad, he is also relieved that
his mother did not out him and even thanks her for encouraging him to use his White features to advance his status in society.
These tensions within the narrator mirror those of the characters in Passing, and the story explores other Blacks’ attitudes
towards those who pass.

“The Negro Artist and the Racial Mountain” by Langston Hughes – This is another important piece of African American
theory. Hughes says that the mountain is all of the white ideologies internalized by African Americans that prevent the “Negro
artist” from creating great, authentic Black literature. Hughes calls for a celebration of authentic Black art that doesn’t adhere
to White standards of what literature is. This piece explores the role of Black artists in society and can be seen as a remedy of
sorts to DuBois’ problem of double-consciousness.

“What White Publishers Won’t Print” by Zora Neale Hurston – In this essay, Hurston criticizes publishers who only want
to publish Black writing that portrays African Americans in negative, stereotypical ways. She calls for more writing that deals
with the problems of the Black middle class, not the exceptionally rich or the very poor. This essay is interesting when
considering Nella Larsen and how she is not recognized as a Harlem Renaissance great. Students can explore how Passing
answers or fails to answer Hurston’s call for a new type of writing.

“The New Negro” by Alain Locke – This piece has been described as the most important, definitive piece of the Harlem
Renaissance. In this essay, Locke criticizes the “Old Negro” and calls for the emergence of the “New Negro,” who is on a
quest to rediscover his individuality yet aware of the needs and troubles of the community. He describes Harlem as a mecca for
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the birth and success of the “New Negro.” The world and self-view he purports in his essay is different from that of Du Bois
and will be read in comparison.

Imitation of Life (1959 film) – Based on the book by Fannie Hurst of the same title, Imitation of Life tells the story of a White
woman who hires a Black nanny with a mixed daughter. Although the woman ends up owning a business in the novel, in the
movie, the woman is pursuing fame as an actress. The mixed daughter of the nanny is fair-skinned enough to pass for White
and she does to her mother’s dismay. The daughter is ashamed of her blackness and keeps passing until her mother dies of a
broken heart. While the film deals with racial passing, it also follows in the theme of performativity and pretending to be what
you’re not. For example, the White mother constantly lies and makes up stories to land acting roles even though she is beyond
her prime. The film also has some pretty memorable quotes that pertain to the essential questions for the unit.
 ASSESSMENTS
Summative Assessment
Analytic Essay
For this assignment, you are to write an analytical essay answering one of the five prompts below. The essay should be 3 – 5 pages
in length, typed, Times New Roman, 12pt font, double spaced, and follow MLA style guidelines for presentation and citations. You
must make a claim by providing a thesis statement and you must use textual evidence from Passing to support your thesis. You may
also use evidence from any of the other materials we read in this unit to support your claim if you’d like (Hughes, Locke, Hurston,
DuBois, Imitation of Life; Note: if you are answering the last option, you must cite at least once from Du Bois and once from either
Hughes or Locke in addition to Larsen).
1) Argue for an ending of Nella Larsen’s novel Passing. Did Irene kill Clare or did she jump out of the window? Why? What are
its implications in terms of race, class, sex, or the African American Dream?
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2) Analyze one of the symbols in Passing that we discussed in class (the color red, symbols of wealth, Brazil, etc.) and how it
works to develop a theme or concept in the novel.
3) Analyze Irene’s relationship with Clare as it relates to one of her inner conflicts (black v white, rich v. poor, hetero- v.
homosexual).
4) Discuss how issues of race converge with either class or sex in Passing.
5) How does what Du Bois say about double-consciousness, along with Hughes and Locke’s alternatives discussed in class figure
either thematically or physically in Passing?
*See Appendix for Rubric
Formative Assessments
 Double-Entry Journal Responses – Students will be expected to turn in 10 double-entry journal style responses every week.
Double-entry journal writing is a reading strategy used by both Vasquez and Cris Tovani for helping English language
learners and struggling readers. Double-entry journals “promote active reading,” because like sticky notes, it allows the
students to keep track of their inner voice as they’re reading and provides them with a guided way to respond to their reading.
On the left hand side of the page, the student copies down a phrase or passage that stood out and on the right hand side, they
can summarize, analyze the significance, identify literary devices, make connections, clarify confusion, and identify main
ideas to name a few (Vasquez, 84-5). Because students have to cite from the text in their double-entry journal responses, their
notes can serve as evidences for their claims in the summative assessment.
 Directed Reading Sequences – The critical theory essays for this unit are pretty dense and have advanced vocabulary, which
is why I will assign directed reading sequence groups to help students maneuver these tougher texts. Directed reading
sequence groups have roles similar to literature circles, which help students construct meaning together. Vasquez states that
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“working collaboratively helps ELLs practice their language skills in a low-stakes setting, helps them learn reading strategies
from more proficient readers, and helps them develop specific reading skills including summarizing, elaborating, and
retelling” (88). Students are assigned the role of paraphraser, verifier, squeezer, and writer. The paraphraser retells what a
selection says. The verifier agrees or disagrees with the paraphraser, adding and taking away information where needed. The
squeezer gives the main idea of the selection. The writer records the main ideas on the group’s memory card. For longer,
denser pieces, each student in the group can alternate roles for different sections of the passage.
 SRF Paragraph Responses –At Manhattan Hunter Science High School where I do observations, teachers use SRF response
paragraphs as early as ninth grade to aid academic writing and college-readiness. This is a very formulaic approach to
paragraph writing, but one which is necessary if students are to succeed with academic writing. It also doesn’t differ much
from any other paragraph instruction. SRF stands for Standard Response Format and there are eight steps to writing an SRF
response paragraph: 1) Topic Sentence (Claim), 2) Evidence, 3) Explanation of Evidence, 4) Analysis of Evidence, 5) Another
Evidence, 6) Explanation, 7) Analysis, and 8) Closing Sentence. Using this strategy reinforces academic writing and language
skills for all learners and is especially helpful for ELLs and struggling writers as it provides a formula for writing that is
appropriate for in-class and standardized writing tasks. By having students submit one weekly SRF response paragraph, they
get practice making claims, supporting it with evidence, and using proper citations and transitional language. While the SRF
responses will be based off of student interests in the week’s reading, students can also use their responses to answer one of
the essay questions for the summative assessment.
 Socratic Seminar – Also referred to as a Paideia seminar, Socratic seminars allow students to lead the discussion and get all
students speaking about controversial topics and topics that are interesting to them. According to Vasquez, the official
definition of a Socratic seminar is a “formal discussion based on a text in which the leader asks only open-ended questions”
where “students are required to read and study the text carefully, listen closely to the comments of others, think critically for
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themselves, and articulate both their own thoughts and their responses to the thoughts of others” (105). Students come
prepared with discussion points for the conversation. For ELLs and those who are shy to speak, I plan to allow students to
conduct both seminars within smaller groups prior to reconvening and having a class seminar. Students can use their notes
from these discussions to help them write their essay for the summative assessment.
 Graphic Organizer for Integrating Quotes and Paragraph Writing – It is difficult for students to transition from narrative
into academic writing, so they need help organizing their ideas and using textual evidence to support their ideas. The graphic
organizers along with the SRF responses give students practice properly using textual evidence to support their claims.
 Exit Slips – According to Fisher, “writing at the close of the class period, even in brief formats, can help students reflect on
what they have learned and help prepare minds for continued learning on the topic” (27). I also believe exit slips can help
students process and synthesize the information they learned during that class period. For teachers, exit slips are helpful for
quick assessments of students’ understanding, interests, and concerns, all of which helps better inform our instruction. By
using exit slips, students get to have a say in what they are learning.
 Spirit Readings – At Manhattan Hunter Science High School where I do my observations, one teacher I observe uses a
strategy called Spirit Reading in her classroom, which is similar to read alouds with text rendering. During a Spirit Reading,
the teacher or a volunteer begins reading and another student takes up the reading when they feel there is a natural pause in the
reading or in the reader’s reading of the text. In other words, they jump in when the spirit catches them. Students are allowed
to stop and ask for clarification and the teacher stops at important moments to do a close reading of the text. Spirit Readings
have similar benefits to read alouds. Fisher states that read alouds “engage [and] maintain student interest, engages students in
figuring out confusing concepts and terminology, [and allows you to] hold a discussion that gets them to think beyond the
text” after reading (90). Students must also listen to the flow of the reading and ELLs benefit from hearing the patterns of
fluent reading.
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 SEQUENCE & SCOPE
Title of Unit: Race, Class, Gender, and Passing: A Critical Look at 1920s Harlem and the African American Dream
Essential Questions for the Unit:
What was the racial climate like during the Harlem Renaissance? How did it echo or move away from that of the South? How do issues of race converge with
issues of class and sex in Nella Larsen’s Passing, and how do these issues work to shape African Americans’ perception of themselves and their relation to the
world during the Harlem Renaissance? Does the American Dream differ for African Americans and how do the tropes of passing and double-consciousness
complicate the American Dream for African Americans?
Final Assessment: analytic essay
For this assignment, you are to write an analytical essay answering one of the five prompts (3-5 pages):
1) Argue for an ending of Nella Larsen’s novel Passing. Did Irene kill Clare or did she jump out of the window? Why? What are its implications
in terms of race, class, sex, or the African American Dream?
2) Analyze one of the symbols in Passing that we discussed in class (the color red, symbols of wealth, Brazil, etc.) and how it works to develop a
theme or concept in the novel.
3) Analyze Irene’s relationship with Clare as it relates to one of her inner conflicts (black v white, rich v. poor, hetero- v. homosexual).
4) Discuss how issues of race converge with either class or sex in Passing.
5) How does what Du Bois say about double-consciousness, along with Hughes and Locke’s alternatives discussed in class figure either
thematically or physically in Passing?
**Rubric attached
Time Frame: 5 weeks, 43min periods, 2 block periods and 1 single period per week
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Content
1920s Harlem
African-American critical theory
Characterization
Citing textual evidence
Double consciousness
Harlem Renaissance
Imagery
Irony
Making predictions
Metaphor
Passing
Performativity
Point of view
Symbolism
Theme
Vocabulary
Skills
Reading
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.
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.
CCSS.ELA-Literacy.RL.11-12.3: 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).
CCSS.ELA-Literacy.RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to
its overall structure and meaning as well as its aesthetic impact.
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).
CCSS.ELA-Literacy.RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at
least one play by Shakespeare and one play by an American dramatist.)
CCSS.ELA-Literacy.RL.11-12.10: By the end of grade 11, read and comprehend literature, including stories,
dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end
of the range.
CCSS.ELA-Literacy.RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-Literacy.RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-Literacy.RI.11-12.10: By the end of grade 11, read and comprehend literary nonfiction in the grades
11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts
using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
CCSS.ELA-Literacy.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12
here.)
CCSS.ELA-Literacy.W.11-12.7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question), to solve a problem, narrow or broaden the inquiry when appropriate, and/ or
synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and
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revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking & Listening
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
CCSS.ELA-Literacy.SL.11-12.4 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.
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WEEK ONE
Content goal:
Monday
Wednesday
Friday
Anticipation Guide for the Harlem
Renaissance
Anticipation Guide for Passing
Independent Reading: Finish reading ch.3.
Take notes on important or interesting places
as you read that you would like to discuss in
Socratic seminar.
1920s Harlem
Harlem
Renaissance
Passing
Imagery
Turn-and-Talk about Anticipation
Guide
Mini-Lesson: Harlem Renaissance
timeline, history, and important figures
Spirit Reading: “Passing” by Langston
Hughes
Irony
Symbolism
Skill goal:
Double-entry
journal writing
Speaking &
Listening: Socratic
Seminar
Discuss: What was it like for African
Americans who passed? Why do they
choose to pass? What are the benefits?
What are the costs?
Exit Slip: After today’s discussion,
what is one thing you’re interested in
learning more about during this unit?
HW:
Read introduction and ch 1.
Take notes on interesting points as you
read.
Think about these questions as you
read: What are your first impressions of
Clare? How does Irene view her? What
does Irene’s reluctance to seeing Clare
again say about her character?
Mini- Lesson: DEJ style journals: what it is,
why it works, and how to set up your notebook
Read aloud pg. 7-9, having students pay
attention to descriptive language and symbols of
wealth, modeling DEJ style note-taking
In groups, finish chapter 2. Discuss the
characters Irene and Clare, their backgrounds,
and their relationship with each other. Work on
DEJs
HW:
Finish ch.2 and read ch.3
Work on 5 DEJs
Mini-Lesson: Socratic Seminar rules and
appropriate language for agreeing/ disagreeing
Socratic Seminar
Why is it ironic that Jack calls Clare Nig?
Are Irene’s attitudes about race different from
Jack Bellew’s? How?
What role does Gertrude play? Does she
present another view on passing? What is it?
Why does Irene feel an allegiance to Clare
even though she constantly scorns her?
What do their husbands tell uss about them and
what they value? What effect will their passing
have on their children?
Debrief: What we talked about most, what
went well, what we should work on for the
next time we have a seminar.
HW:
Read ch.4 and ch.1 of pt.2.
Complete 10 DEJs to hand in on Monday
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Monday
Wednesday
Friday
10 DEJs due!
Do Now: Do you agree or disagree
with passing? Who pays more
allegiance to the race, Clare or Irene?
How?
In groups: read part 2 ch.4 and prepare
discussion points for Socratic Seminar.
SRF Paragraph due!
Spirit Reading pg.69-78 with text rendering
Socratic Seminar:
Why does Irene think Brian and Clare are
having an affair? Are her suspicions valid or are
they just a projection of her own insecurities?
Why might Brian be interested in Clare?
Discuss the encounter on the street with Irene
and Jack. Do you think she’s been ‘outed’?
Why does Irene protect Clare’s identity again?
WEEK TWO
Content goal:
Characterization
Making
Predictions
Mini-Lesson: SRF paragraph response
Metaphor
Passing
In groups, choose one of the Do Now
questions to answer in SRF form.
Point of View
Share out paragraphs and take notes.
Symbolism
Independent work: Answer your
group’s Do Now question or opt to
answer the other option in SRF form to
hand in at the end of the period. When
you’re done, continue reading Passing
part 2 ch.2
Skill goal:
SRF writing
Speaking &
listening: Socratic
Seminar
Why does Brian want to go to Brazil? How
would it benefit him?
How do Irene and Brian’s attitudes about race
differ? How does it affect their sons?
Start writing SRF paragraph due next class.
How do Clare and Irene’s views on
motherhood differ? How does it affect the way
they raise their sons?
HW:
Read part 3, ch.1 and 2
Exit Slip: Predict the novel’s ending. Why do
you think it will end that way?
Work on DEJs
HW:
Finish Passing
SRF paragraph due tomorrow
HW
Read part 2 ch.2 and 3
Work on DEJs
As you’re reading, think about the theme of the
novel. What is Larsen saying about race and
the society she lived in? What effect does the
novel’s ending have on your interpretation of
the novel?
10 DEJs due on Monday
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WEEK THREE
Content goal:
African-American
critical theory
Double
consciousness
Theme
Skill goal:
Citing textual
evidence
Close Reading
Monday
Wednesday
Friday
10 DEJs due!
In groups, discuss last night’s
homework questions and prepare
discussion points for Socratic seminar
Mini-Lesson: Directed Reading Sequences,
clarifying roles, modeling an example from the
Du Bois essay.
SRF paragraph due!
Mini-Lesson: Alain Locke and the “New
Negro”
Directed Reading Sequence: Du Bois, “Of Our
Spiritual Strivings”
Directed Reading Sequence: Locke, “The
New Negro”
Share out group memory cards to find the main
idea of the text and to define doubleconsciousness
Share out group memory cards to find the main
idea.
Socratic Seminar:
What is the theme of the novel? What
is Larsen saying about race and the
society she lived in? What effect does
the novel’s ending have on your
interpretation of the novel?
Debrief
Independent writing: According to Du Bois,
what is double-consciousness? How is it present
in Passing? Use SRF format. Hand in tomorrow.
Create groups for directed reading
sequences and hand out Du Bois “Of
Our Spiritual Strivings.”
Hand out Locke, “The New Negro”
Comparing texts
Exit slip: What questions do you still
have about Passing?
HW
HW
Finish SRF paragraph to hand in tomorrow.
Discuss: Describe the “New Negro.” How is he
different from the “Old Negro?” What is his
role in society? How does Locke’s worldview
differ from Du Bois’? How are they similar?
Hand out “The Negro Artist and the Racial
Mountain” for Monday’s directed reading
sequence.
Work on DEJs
Exit Slip: What questions do you still have
about Locke’s essay?
Begin reading the Locke essay for Directed
Reading Sequence group
HW
10 DEJs due on Monday
Read the Du Bois essay and annotate it.
Work on DEJs.
Read Hughes, “The Negro Artist and the
Racial Mountain.” Take notes.
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WEEK FOUR
Content goal:
African-American
critical theory
Double
consciousness
Skill goal:
Constructing thesis
statements
Close Reading
Monday
Wednesday
Friday
10 DEJs due!
Directed Reading Sequence: Hughes,
“The Negro Artist and the Racial
Mountain”
Share out group memory cards,
pointing out main ideas in the text.
Directed Reading Sequence: Hurston, “What
White Publishers Won’t Print”
SRF Paragraph due!
Mini-Lesson: SRF writing, making claims/
constructing thesis statements.
Discuss: What is the mountain Hughes
is referring to? How does it hinder
Black artists? What is his solution to
this problem and how can this be seen
as a solution to Du Bois’ doubleconsciousness problem as well?
Share out group memory cards, pointing out
main ideas and interesting passages
Discuss: What does Hurston say White
publishers do print? Who does she want to see
represented in Black literature? How does
Larsen’s novel answer or fail to answer her call?
Independent Writing: Begin working on first
draft of essay.
Hand out summative assessment and
rubric. Go over requirements and
rubric. Answer any questions.
HW
Hand out “What White Publishers
Won’t Print”
Work on DEJs
Complete SRF paragraph to hand in tomorrow
Group activity: Assign one essay question to
each group. Come up with thesis statements for
the essay question.
Share out thesis statements and discuss the
effectiveness of each along with ways to
improve it.
Exit Slip: How comfortable are you writing
thesis statements? What can I do to help?
HW:
10 DEJs due Monday (last set yay!)
Comparing texts
Work on essay
Exit Slip: What questions do you still
have about the final essay?
HW
Read Hurston, “What White Publishers
Won’t Print”
Choose a topic and brainstorm thesis
statements for the final essay.
Work on DEJs
Work on first draft of final essay due next
Friday!
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Monday
Wednesday
WEEK FIVE
Content goal:
10 DEJs due!
Citing textual
evidence
Mini-Lesson: SRF writing, integrating
quotes.
Group work: Exchange graphic organizers with Summative Assessment Due!
the other members of your group and make sure Hand in any late DEJs or SRF responses
all parts are addressed and the argument is
logical and coherent.
Finish watching Imitation of Life
Passing
Whole-group Activity: Use student
SRF paragraphs as examples to
evaluate and improve students’
academic writing.
Skill goal:
Integrating quotes
Peer editing
Hand out SRF paragraph graphic
organizers.
Mini-Lesson: Behavior while viewing a movie.
Watch Imitation of Life
Take DEJ notes on the movie, paying attention
to passing and performing identities as you
watch.
HW
Independent Work: Use the graphic
organizer to help you find, explain, and
analyze the evidence for your thesis
and topic sentences for your body
paragraphs.
HW
Work on final essay
Final essay due tomorrow!
Friday
Discuss the film in relation to the texts we read
and talk about our papers.
Exit Slip: What did you learn in this unit?
What did you like? What did you dislike?
Why?
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 DIFFERENTIATED INSTRUCTION FOR STRUGGLING READERS/ WRITERS
In my unit, I tried to use a dialogic approach to teaching complex issues of race during the Harlem Renaissance period,
incorporating many reading, writing, and speaking and listening activities. There are many opportunities for students to speak, argue,
work in groups, and work independently. I chose an analytical essay for the summative assessment because I see in my observations
that students are expected to master this type of writing for in-class and standardized assessments, and mastery of analytic writing
skills helps foster both close reading and college-readiness writing skills. In “The Critical English Educator,” Jody takes a culturally
responsive approach with her assessment, having students “write an analytic essay that focuses on constructions of race, class, or
gender in the novel and how these markers affect characters in the text” (Schieble, 22). I take a similar approach in my final
assessment for Passing. However, because this is a higher-order skill, it needs scaffolding. To scaffold this assignment for struggling
writers and ELLs, I provide graphic organizers that help students construct their paragraphs. It is difficult for students to transition
from narrative into academic writing, so they need help organizing their ideas and using textual evidence to support their ideas. The
graphic organizers along with the SRF responses give students practice properly using textual evidence to support their claims.
Vasquez says that graphic organizers help ELLs “highlight or underline key details which support their prediction about the text [and]
provide them with the tools to comprehend expository text” (74). Students get further practice by doing peer revisions on each other’s
use of evidence to support their claims and we use student SRF responses as examples for how to properly integrate quotes into their
writing.
At Manhattan Hunter Science High School where I do observations, teachers use SRF response paragraphs as early as ninth grade
to aid academic writing and college-readiness. This is a very formulaic approach to paragraph writing, but one which is necessary if
students are to succeed with academic writing. It also doesn’t differ much from any other paragraph instruction. SRF stands for
Standard Response Format and there are eight steps to writing an SRF response paragraph: 1) Topic Sentence (Claim), 2) Evidence, 3)
Explanation of Evidence, 4) Analysis of Evidence, 5) Another Evidence, 6) Explanation, 7) Analysis, and 8) Closing Sentence. Using
this strategy reinforces academic writing and language skills for all learners and is especially helpful for ELLs and struggling writers
as it provides a formula for writing that is appropriate for in-class and standardized writing tasks. By having students submit one
weekly SRF response paragraph, they get practice making claims, supporting it with evidence, and using proper citations and
transitional language. While the SRF responses will be based off of student interests in the week’s reading, students can also use their
responses to answer one of the essay questions for the summative assessment.
Some of the texts used in this unit are difficult to navigate, so I used Double-Entry style note taking, directed reading sequences,
and close reading discussions to help struggling readers and ELLs. Students will be expected to turn in 10 double-entry journal style
responses every week. Double-entry journal writing is a reading strategy used by both Vasquez and Cris Tovani for helping English
language learners and struggling readers. Double-entry journals “promote active reading,” because like sticky notes, it allows the
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students to keep track of their inner voice as they’re reading and provides them with a guided way to respond to their reading. On the
left hand side of the page, the student copies down a phrase or passage that stood out and on the right hand side, they can summarize,
analyze the significance, identify literary devices, make connections, clarify confusion, and identify main ideas to name a few
(Vasquez, 84-5). Because students have to cite from the text in their double-entry journal responses, their notes can serve as evidences
for their claims in the summative assessment. Many of the questions asked and issues dealt with are big and complex, so this style of
note-taking teaches students “specific methods of ‘retrieving’ and ‘collecting’ information from reading, [allowing them to] argue
with the text and make notes for themselves about their reading” that adds to our discussion and answers the essential questions of the
unit (Christensen, 121).
Directed reading sequence groups have roles similar to literature circles, which help students construct meaning together. Vasquez
states that “working collaboratively helps ELLs practice their language skills in a low-stakes setting, helps them learn reading
strategies from more proficient readers, and helps them develop specific reading skills including summarizing, elaborating, and
retelling” (88). Students are assigned the role of paraphraser, verifier, squeezer, and writer. The paraphraser retells what a selection
says. The verifier agrees or disagrees with the paraphraser, adding and taking away information where needed. The squeezer gives the
main idea of the selection. The writer records the main ideas on the group’s memory card. Students share out what they wrote on their
memory card while the rest of the students take notes. As a class, we work out what the main idea and important details of the text are.
This strategy allows students to choose a role that fits them and the repetition involved in retelling and summarizing helps ELLs and
struggling readers’ comprehension.
I use Socratic Seminars and Spirit Readings for close reading of important passages and to discuss how race, class, and gender
ideologies impact the characters in the text and our view of them. These activities engage students in lively discussion and allow them
to bring their personal opinions into the classroom while still using textual evidence to support their claims. At Manhattan Hunter
Science High School where I do my observations, one teacher I observe uses a strategy called Spirit Reading in her classroom, which
is similar to read alouds with text rendering. During a Spirit Reading, the teacher or a volunteer begins reading and another student
takes up the reading when they feel there is a natural pause in the reading or in the reader’s reading of the text. In other words, they
jump in when the spirit catches them. Students are allowed to stop and ask for clarification and the teacher stops at important moments
to do a close reading of the text. Spirit Readings have similar benefits to read alouds. Fisher states that read alouds “engage [and]
maintain student interest, engages students in figuring out confusing concepts and terminology, [and allows you to] hold a discussion
that gets them to think beyond the text” after reading (90). Students must also listen to the flow of the reading and ELLs benefit from
hearing the patterns of fluent reading. Socratic seminars allow students to lead the discussion and get all students speaking about
controversial topics and topics that are interesting to them. According to Vasquez, the official definition of a Socratic seminar is a
“formal discussion based on a text in which the leader asks only open-ended questions” where “students are required to read and study
the text carefully, listen closely to the comments of others, think critically for themselves, and articulate both their own thoughts and
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their responses to the thoughts of others” (105). Students come prepared with discussion points for the conversation. For ELLs and
those who are shy to speak, I plan to allow students to conduct both seminars within smaller groups prior to reconvening and having a
class seminar. Students can use their notes from these discussions to help them write their essay for the summative assessment.
Students always get to read the selection and brainstorm discussion points prior to participating in the Socratic Seminar, which
relieves stress and allows students to clarify their thinking before presenting their ideas. I also debrief with the students after, letting
them know what they discussed most, what they did well, and what they should work on for the next Socratic seminar.
Another strategy I used to help struggling readers and writers and to be responsive to student needs was the use of exit slips.
According to Fisher, “writing at the close of the class period, even in brief formats, can help students reflect on what they have learned
and help prepare minds for continued learning on the topic” (27). I also believe exit slips can help students process and synthesize the
information they learned during that class period. For me, exit slips are helpful for quick assessments of students’ understanding,
interests, and concerns, all of which helps better inform my instruction. By using exit slips, students get to have a say in what they are
learning.