Professional Documents
Culture Documents
OBJECTIVES:
Students will be able to…
SWBAT discuss specific Jim Crow laws and how they affected people living
during that era.
SWBAT read and decipher primary sources from the Jim Crow era and see how
they affected actual people
SWBAT see why they are called the Roaring ‘20s and what sets the time period
apart as one of prosperity.
SWBAT research, write, and present about a specific topic collaboratively with
peers.
SWBAT identify and use poetry terms in class discussions about poetry.
SWBAT use imagery and figurative language to create a visual representation of
a poem.
SWBAT think critically about a piece of art and express their opinions of it in
writing.
BACKGROUND
Likely prior knowledge/funds of knowledge/student interests:
o Students are somewhat knowledgeable about the Jim Crow era, the
1920s, and the Harlem Renaissance.
o Students have solid background knowledge of the events leading up to
Jim Crow.
o These students have read a good amount of Langston Hughes in other
poetry units.
o Most of these students are good writers.
o They love projects where they are able to be artistic.
Common misconceptions:
o Students are not familiar with literature of this time period besides
Langston Hughes.
o Many of these students do not often go to museums or engage in any kind
of art criticism.
o Many of my students did not know why the 1920s are called the “roaring
‘20s.”
SWBAT think critically about a piece of art and express their 9, 10 Gallery walk
opinions of it in writing. reflection
*List every objective, then the day or days you will explicitly teach that objective, and then
how exactly you will assess each student on each objective. By the end of the unit, you
should be able to answer the question, “Who learned what, and how do you know?”
Resources Needed: Smart board, video, list of Jim Crow laws, interactive notebooks
Standard(s)/Objective(s):
SWBAT discuss specific Jim Crow laws and how they affected people
living during that era.
ELAGSE7W10
ELAGSE7R17
EQ(s):
How did Jim Crow laws affect the individuals of the time?
By the end of the period you will be able to… talk about Jim Crow laws and the impact
they had on society at the time.
Standard(s)/Objective(s):
SWBAT discuss specific Jim Crow laws and how they affected people living
during that era.
SWBAT read and decipher primary sources from the Jim Crow era and see
how they affected actual people.
ELAGSE7R12
EQ(s):
How did Jim Crow laws affect the individuals of the time?
By the end of the period you will be able to… Read, summarize, and discuss Jim Crow
era primary sources.
Standard(s)/Objective(s):
SWBAT see why they are called the Roaring ‘20s and what sets the time
period apart as one of prosperity.
ELAGSE7RL9
EQ(s):
What made the ‘20s “roaring?”
By the end of the period you will be able to… Give a broad overview of the 1920’s.
Standard(s)/Objective(s):
SWBAT research , write, and present about a specific topic collaboratively with peers.
ELAGSE7W2
ELAGSE7W10
ELAGSE7SL1
EQ(s):
What made the ‘20s “roaring?”
By the end of the period you will be able to… write an article with your classmates
about a specific aspect of life in the 1920’s.
Standard(s)/Objective(s):
SWBAT research, write, and present about a specific topic collaboratively with
peers.
ELAGSE7W2
ELAGSE7W10
ELAGSE7SL1
ELAGSE7SL4
EQ(s):
What made the ‘20s “roaring?”
By the end of the period you will be able to… thoroughly write and talk about one
aspect of the 1920s.
By the end of the period you will be able to… Briefly explain the Harlem Renaissance
and its major literary contributors and use our new poetry vocabulary in discussion.
Standard(s)/Objective(s):
SWBAT identify figurative language in a poem and use it to interpret the poem’s
overall meaning.
SWBAT make connections between their previous knowledge of the Jim Crow era
and the Roaring ‘20s and the art and literature of the Harlem Renaissance.
EQ(s):
What kinds of issues did Harlem Renaissance poets address in their writing?
What kinds of images do you think Harlem Renaissance poets were trying to
convey in their writing?
By the end of the period you will be able to… talk about the purpose of several
Harlem Renaissance poems and use our new poetry vocabulary to discuss literature.
Standard(s)/Objective(s):
SWBAT identify figurative language in a poem and use it to interpret the poem’s
overall meaning.
SWBAT make connections between their previous knowledge of the Jim Crow era
and the Roaring ‘20s and the art and literature of the Harlem Renaissance.
SWBAT create a visual representation of a poem based on their overall
interpretation of the poem’s meaning.
EQ(s):
How do poetic elements such as imagery and figurative language help us see what
a poet is trying to convey?
If you had to illustrate something that is important to you, how would you do it?
By the end of the period you will be able to… independently annotate a poem,
formulate an overall interpretation of that poem, and begin sketching a visual
representation of that interpretation.
Standard(s)/Objective(s):
SWBAT identify figurative language in a poem and use it to interpret the poem’s
overall meaning.
SWBAT make connections between their previous knowledge of the Jim Crow era
and the Roaring ‘20s and the art and literature of the Harlem Renaissance.
SWBAT create a visual representation of a poem based on their overall
interpretation of the poem’s meaning.
EQ(s):
How do artists draw inspiration from words?
How can a visual representation of a piece of literature affect my understanding
of it?
By the end of the period you will be able to… take elements of a poem such as
imagery, metaphor/simile, other figurative language, historical context, and the
poet’s purpose and translate it into a visual representation of the poem.
Standard(s)/Objective(s):
SWBAT identify figurative language in a poem and use it to interpret the poem’s
overall meaning.
SWBAT make connections between their previous knowledge of the Jim Crow era
and the Roaring ‘20s and the art and literature of the Harlem Renaissance.
SWBAT create a visual representation of a poem based on their overall
interpretation of the poem’s meaning.
SWBAT think critically about a piece of art and respond to it in writing through a
critical lens.
EQ(s):
What makes two artists interpret the same thing differently?
What lessons can be learned from observing other people’s artwork, and how can
those lessons help me be a better artist?
By the end of the period you will be able to… observe several pieces of art, analyze
your likes and dislikes, and put those thoughts into writing.
Artist’s statement The student explains The student explains The student explains a The student explains
(30 points) all aspects of his or her most aspects his or her few aspects of his or his or her illustration
illustration in great illustration in detail her illustration in vaguely and does not
detail and always uses and uses a good some detail and uses include evidence from
evidence from his or amount of evidence some evidence from his or her poem or
her poem or from his or her poem his or her poem or knowledge of the time
knowledge of the time or knowledge of the knowledge of the time period.
period to justify all time period to justify period to justify a few (6 points)
artistic decisions. most artistic decisions. artistic decisions.
(30 points) (22 points) (14 points)
Illustration The student’s The student’s The student’s The student’s
(20 points) illustration clearly illustration mimics or illustration only illustration does not
mimics Harlem clearly attempts to somewhat mimics or mimic Harlem
Renaissance art and mimic Harlem attempts to mimic Renaissance art and
incorporates all Renaissance art and Harlem Renaissance only incorporates a
aspects of the incorporates most art and incorporates few aspects of the
student’s poem in an aspects of the student’s some aspects of the student’s poem.
interesting and unique poem in an interesting student’s poem. (5 points)
way. way. (10 points)
(20 points) (15 points)