Supports for The Research Process / Research Project

SYRACUSE CITY SCHOOL DISTRICT
Grade 11 Unit 03
Research Writing Unit
Special Education and Consultant Teacher Resource Guide
Unit 3 Pacing Guide – Research Unit: Oppression and Resilience/ The Harlem Renaissance (Native Son)
Supports for The Research Process / Research Project
 Research Slip
 Examples for Identifying Claims and Explicit
and Implicit Reasons
 Question Inference Table
 Arguments, Evidence, Details Organizer
 Paraphrase: Write It in Your Own Words
 Rhetoric and Response Organizer
 Strategies Organizer
 STOP-N-THINK Organizer
 The CRAP Test to Evaluate a Source
 Thesis, Evidence, Support Organizer
 Transition Words and Phrases

EngageNY Research Handout

The time period in which a work of literature was written
influences the writing.
Works of literature are often portrayed in various ways
through different mediums.
 The Research Process Handbook
 Research Paper Survival Guide
Big Ideas

Essential Questions

What connections can be made to research (informational
texts) while reading a work of fiction?
*This (PC) unit was created to deeply examine the history of
oppression and resilience in the United States, specifically the
treatment of African Americans from the post-Civil War period,
through the Great Depression.
1/13
Civil War background
Harriet Beecher Stowe,
“Uncle
Tom’s Cabin” with critical thinking
questions
1/20
Harlem Stomp forward, by Nikki
Giovanni
“A chance for southern blacks to
express themselves creatively
without being suppressed by
slavery and racism.”
HARLEM VOCAB
HARLEM JIVE
1/14
Harriet Tubman and the
Underground Railroad
Lyrics: “Follow the drinking
gourd”
Video
Connect to Big Idea:
OPPRESSION and RESILIENCE
1/21
Harlem gallery walk
 http://www.biography.com/t
v/classroom/harlemrenaissance
 http://www.pbs.org/wnet/jim
crow/stories_events_harlem.
html
 http://www.poets.org/viewm
edia.php/prmMID/5657
 http://www.csustan.edu/engl
ish/reuben/pal/chap9/9intro.
html#fea
 http://score.rims.k12.ca.us/ac
tivity/harlem/
 http://www.jcu.edu/harlem/E
ducation/page_1.htm
1/15
Lincoln: Close Reading
- Gettysburg address and
-The Emancipation
proclamation
1/22
Music: Evolution / Key
players
(Response journal)
 Spirituals –
 Work Songs –
 Blues –
 Jazz –
 Savoy Ballroom
 Cotton Club
1/16
DICTION, TONE, IMAGERY
Walt Whitman Poetry:
- “O’ Captain, My Captain”
-“I Hear America Singing”
1/23
Art: Key Players
(Response Journal)
Palmer Hayden
Aaron Douglas
Jacob Lawrence
Lois Jones
Romar Bearden
William Johnson
Augusta Savage
Meta Fuller
Archibald Motley
James VanDerZee
1/17
Why move north?
The Great Migration
Video support 1
Video support 2
Video support 3
Video support 4
Video support 5
Text:
“Harlem Stomp” excerpts:
Moving North
African Americans in WWI
1/24
Intellectuals and Activists:
(Response Journal)
Alain Locke
James Weldon Johnson
Arthur Schomburg
Marcus Garvey
Adam Clayton Powell, Sr.
Charles Spurgeon Johnson
http://www.biography.com/
people/groups/movement/h
arlem-renaissance/all
1/27 – Regents Week *This week will vary by school, and classes, based on each schools’ plans for the week.
2/3
Intellectuals / Writers:
(Response Journal)
Zora Neal Hurston
Jean Toomer
WEB DuBois / Crisis Magazine
Text:
Selections from “Harlem Stomp”
Online selections
2/4
“Mary Elizabeth” by Jessie Faucet
– Crisis Magazine 1919
Jessie Faucet Biography
2/5
2/6
Walter dean Myers reading,
“Harlem” with art of his son
Christopher Myers:
(6m)
2/7
How to annotate a poem
How to “mark poetry”
Interactive map - areas of
interest and high population
during the 1920's.
Make T-T, T-S, T-W connections
to poetry
Model: Claude McKay, Outcast
The Negro speaks of Rivers

http://www.pbs.org/wnet/jimcro
w/stories_events_crisis.html
 http://www.paperlessarchives.co
m/the_crisis.html
2/10
“Dreams” week / THEME
Critical thinking questions:
What was America to the writers of
the Harlem Renaissance? How does
Harlem as a living space support or
break down the idea of the American
Dream? What dreams were offered
or promised? What dreams could end
up being lost?
Texts:
Paul Lawrence Dunbar:
 Sympathy
 We Wear the Mask
Claude McKay:
 Harlem Shadows
 The Tropics in New York
Countee Cullen:
 Yet I Do Marvel
 From the Dark Tower
(Hughes for WEB DuBois)
http://www.poets.org/viewmed
ia.php/prmMID/15722 - 3 min
2/11
Langston Hughes!!!
Critical Thinking questions:
What happens to a dream
deferred? What message does this
send to African Americans as well
as white readers?
Texts:




Hughes bio sketch
Excerpt from, The Negro
Artist and the Racial
Mountain
Dream Deferred
I Dream a World
Structural Analysis
2/12
"It is the duty of the younger
Negro artist... to change
through the force of his, that
old whispering, “I want to be
white” to, “I am a Negro - and
beautiful.”
Critical Thinking questions:
What are those dreams? How
is hope for the realization of
dreams portrayed? Why can
there be hope? How are those
dreams realized or ruined?
What makes up a positive
future?
Texts:





My America
I, Too Sing America
Mother to Son
Thank You, Ma'am
Pennsylvania Station
2/13
"We younger Negro artists
now intend to express our
individual dark-skinned selves
without fear or shame."
2/14
“Harlem was not so much a
place as it was a state of mind, a
cultural symbol for black
America itself”
Critical Thinking Questions:
How are the musical
influences of Harlem reflected
in the poetry? What lives in
the minds of these musicians?
Critical Thinking Questions:
How does Hughes characterize
Harlem as a space? What
leftover feelings around race
relations emerge in the poems?
Texts:





Texts:




Jukebox Love Song
Harlem Night Song
Jam Session
Po Boy Blues
The Weary Blues
- 4 min
Lenox avenue
Harlem Night Club
Heart of Harlem
Negro Servant
Wrap up – Historical summary
Writer’s Response:
Reflections on the renaissance
(Critical Thinking Response Organizer)
(Langston Hughes Critical Thinking
Response Organizer)
2/17 – February Break
2/18 ---------------------
2/19 -------------------
2/10 -------------------
2/21 --------------------
2/24
Pre reading web-quest
2/25
Author Bio – R. Wright
Native Son Setting: 1930’s
Chicago – inner city
http://www.chicagohistoryfair.
org/forteachers/curriculum/blackchicagorenaissance.html#timeline
KKK -
2/26
Anticipation Reaction guide
2/27
Watch Book 1
Discussion Questions #1
2/28
Watch Book 2
Discussion Questions #2
Native Son – the movie:
http://www.youtube.com/watc
h?v=XITrnJqlh90
Connect: Trial of Robert
Nixon, 1938, “brick bat
murders”
Review
Fear flight fate journal
prompt
Read opening excerpt
Audio excerpts:
http://www.youtube.com/watc
h?v=xSHzcv5FoHU
http://www.youtube.com/user/E
LHAmericanLit?feature=watch
– pages 150 – 267 / 15 min segs
http://www.youtube.com/watc
h?v=UR9jrTwHCl0
3/3
Watch Book 3
Discussion Questions #3
IRONY / SYMBOLISM
Author Connection
3/10
Drafting
3/4
Anticipation Reaction guide
Topic selection
Create Research Plan
3/5
Online research
Minimum 2 sources
3/6
Book / Online research
3/7
Notes / source cards
Finish with 3 sources
Parenthetical / End citation
Note catcher
Book research – minimum one
source (HW)
3/11
Drafting/ feedback
Note catcher
3/12
Drafting / feedback
3/13
Word process final
Annotated bib
CCLS:
(RL 11.4)
Embedded Writing
Assessment#1
Choose a few words in a text and
analyze the impact the words have
on meaning and or tone. Use text
based details in your response.
Support:
Meaning and Tone Table
CCLS:
(RL 11.5)
Embedded Writing Assessment
#2
Examine the structure of a text and
determine how it contributes to the
overall meaning. Use text based
details in your response.
Support:
Text Structures organizer
CCLS:
(RL.11.6, RI 11.6)
Embedded Writing Assessment
#3
Identify examples of powerful
rhetoric in a text and explain the
impact it has on the text. Use text
based details in your response.
Support:
Rhetorical Device Chart
3/14
Word process Final due!
End of unit wrap up:
Common threads of
Oppression and Resilience…
CCLS:
(RL.11.7, RI 11.7)
Embedded Writing Assessment
#4
Examine a scene or topic that is
portrayed using different mediums
and explain the different
perspectives. Use text based details
in your response.
Support:
STOP and THINK organizer
**Writing Research Unit will serve as Unit assessment: due 3/14
Possible Project: A Life Worth Knowing project / Choose an influential person from the time period that showed resilience in the face of
oppression