American Literature s1

AMERICAN LITERATURE

(SECONDARY)

ESSENTIAL UNIT 6 (E06)

A Changing Awareness:

(The Harlem Renaissance and Modernism)

(July 2014)

Unit Statement: Can ideals survive catastrophe? How can people honor their heritage? What drives human behavior? In this unit, the student will analyze literature of the American Modern period in various genres (fiction, poetry, and/or drama), noting the shift in values as a result of the various historical events of the first half of the 20th century, the resulting challenge to traditional forms and subjects, and the new voices that appeared in literature.

Essential Outcomes: (all must be assessed for mastery)

The Student Will examine the development of values and beliefs in Modern fiction/drama/poetry with references to the text and/or the historical context of the text.

TSW analyze experimental forms and subject matter in Modern fiction, poetry, and/or drama.

TSW trace the development of the Harlem Renaissance as both a literary and cultural movement, and its influence on the larger American Modern literary movement.

TSW respond to a piece of literature (literary analysis) in form of an essay applying the 6+1 writing traits.

TSW analyze the common themes, subject matter, and styles used by Harlem Renaissance writers, poets, and/or playwrights.

TSW assess the treatment of typical themes in Modern fiction or drama (weakening of social values, movement away from traditional religions, effect of industrialization and commercialization, etc.).

Practiced / Ongoing Skills:

The Student Will apply vocabulary taken from the literature and increase his or her understanding of new, college-preparatory words.
TSW make connections between different American literary periods based on theme, historical background, author’s perspective, and/or social background.
TSW develop and use effective reading strategies in his or her approach to literature.
TSW develop and use effective writing methods in his or her approach to analyzing literature.
TSW apply the writing process in formal writing assessments, including the use of drafts and peer and/or self-assessment.
TSW develop and use effective oral communication of his or her ideas in relation to literature.
TSW apply his or her understanding of the historical background of the period to his or her interpretations of the literature.

Suggested Materials:

LAL: pages 860 - 1142

Write Source: Literary Response Rubric, pp. 290 – 291

Oral Presentation Rubric (see attached)

Suggested Strategies and Assessments:

1. Attached Rubric or teacher-generated rubric that assesses ALL Essential Outcomes (TSWs).

2. Formally written paragraph or essay completed with the writing process and assessed using the Write Source: Literary Response Rubric, pp. 290 – 291

2. Formally or dramatically present personal narrative, assessed with the Oral Interpretation Rubric

3. Text-created assessment when appropriate

4. Teacher observation through class discussion

5. Reader’s response or dialectical journal

6. Annotation of speech or poem, identifying specific use of literary devices

7. Comparison of present-day text to period text

8. Create and label plot structure diagram with narrative elements

9. Written sentences correctly using each assigned vocabulary word and providing context clues in each sentence, with or without formal assessment (test/quiz)

10. Creative incorporation of the assigned vocabulary words into a story, essay etc. to demonstrate understanding of each word

11. Maintenance of a record of unfamiliar vocabulary words and participation in an activity to demonstrate mastery of their meanings

RUBRICS FOUND ON FOLLOWING PAGES…………………………

SUGGESTED RUBRIC ESSENTIAL UNIT 6 (E06)

A Changing Awareness:

(The Harlem Renaissance and Modernism)

Rubric: To receive a ‘B’ in the unit, the student must demonstrate ‘B’ level mastery on all TSWs. To receive an ‘A’ in the unit, the student has to demonstrate ‘A’ level mastery on at least 4 out of 5 TSWs.

TSW / ‘A’
Level Mastery / ‘B’
Level Mastery / Notes
1. examine the development of values and beliefs in Modern fiction/drama/poetry with references to the text and/or the historical context of the text. / Examination is accurate, and reveals insightful and reflective interpretation with specific textual evidence / Examination is supported, accurate and reveals adequate level of interpretation
2. analyze experimental forms and subject matter in Modern fiction, poetry, and/or drama. / Analysis is fully supported and reveals insight; reflection of shift in values is specific, unique and sophisticated / Analysis is supported and accurate; reflection of shift in values is adequate
3. trace the development of the Harlem Renaissance as both a literary and cultural movement, and its influence on the larger American Modern literary movement. / Development is identified accurately and both literary and cultural influences are included.
4. respond to a piece of literature (literary analysis) in form of an essay applying the 6+1 writing traits. / Use Response to Literature Rubric (score of 6 or 5) / Use Response to Literature Rubric (score of 4)
5. analyze the common themes, subject matter, and styles used by Harlem Renaissance writers, poets, and/or playwrights. / Analysis is accurate and reveals insightful and reflective interpretation supported by specific quotations from text / Analysis is accurate and reveals adequate interpretation with examples from text
6. assess the treatment of typical themes in Modern fiction or drama (weakening of social values, movement away from traditional religions, effect of industrialization and commercialization, etc.). / Assessment is accurate and reveals insightful and sophisticated interpretation; a variety of themes are analyzed using specific quotations / Assessment is accurate and reveals adequate interpretation of a few themes

QSI AMERICAN LITERATURE SEC E06

Oral Presentation Rubric

Note: For an “A” grade the student must have a 5 or 6 in no fewer than 4 standards and no less than a 4 in all others. For a “B” grade, the student cannot have less than a 4 in any standard.

Standards / 6 / 5 / 4 / 3 / 2 / 1
Eye Contact / The student maintains eye contact throughout the oral presentation, taking care to recognize all the audience. / The student maintains eye contact throughout the oral presentation, although does not recognize some of the audience. / The student often makes eye contact throughout the oral presentation. / The student only occasionally makes eye contact throughout the oral presentation. The / The student only rarely makes eye contact during the oral presentation. / The student fails to make eye contact throughout the oral presentation.
Speaking Voice / The student’s voice is consistently clear, loud, and enunciated, and speaks slowly and with appropriate pauses. / The student’s voice is almost always clear, loud, and enunciated, and speaks slowly. / The student’s voice is mostly clear, loud, and enunciated, and often remembers to speak slowly and with appropriate pauses. / The student sometimes speaks with a voice that is clear, loud, and enunciated, but that is just as often inaudible. / The student mumbles often, speaks with a voice that is usually inaudibly quiet, and only rarely remembers to speak slowly enough for adequate comprehension. / The student mumbles, speaks with a voice that is inaudibly quiet, speaks too quickly for adequate comprehension, and makes no pauses.
Attitude / The student exhibits an attitude of professionalism and enthusiasm throughout the presentation through facial expressions, voice, and posture. / The student strives to maintain an attitude of professionalism and enthusiasm, and occasional lapses are not distracting. / The student exhibits an attitude of professionalism and enthusiasm, but occasional shuffling, lowered eyes, etc. may be distracting. / The student’s attitude is ambivalent, unremarkable, or self-contradictory (i.e. enthusiastic but nervous). The student may have developed / The student exhibits an unprofessional or unconfident attitude through hiding his/her face, shuffling feet, or slouching posture. / The student exhibits a bored and unprofessional attitude through hiding his/her face, speaking with a bored voice, shuffling feet, or slouching posture.

CONTINUED ON NEXT PAGE

Standards / 6 / 5 / 4 / 3 / 2 / 1
Visual Aids / The student has developed and uses aesthetically-designed props and visual aids that enhance the comprehension and enjoyment of the presentation. / The student has developed and uses props and visual aids that enhance the comprehension and enjoyment of the presentation, although the design of them may not be perfectly well-conceived. / The student has developed and uses props and visual aids, but they do not necessarily add to the presentation or may be sloppily designed. / The student may have developed visual aids, but they are not completely legible or may be referred to in a way that distracts from the presentation. / The student may have developed visual aids, but they may be illegible or do not clearly relate to the presentation. / The student has developed no props or visual aids.
Overall Impression / Overall, the presentation is thoroughly engaging, interesting, and memorable. / Overall, the presentation is engaging and interesting. / Overall, the presentation is engaging and interesting, but with occasional lapses. / Overall, the student has made a good effort towards the presentation, but the end result feels lacking. / Overall, the presentation is dull and mostly incomprehensible. / Overall, the presentation is thoroughly boring and incomprehensible, delivered with resentment and/or a lack of knowledge of the subject.

QSI AMERICAN LITERATURE SEC E06