Christine Kelly EDR 524 Text Set Due: May 1, 2013 Topic: African American Literature Grade Levels:

10-12 Subject Area: English Language Arts Use: Exposure to Multiethnic Literature Fiction Books 1. Their Eyes Were Watching God By Zora Neale Hurston Ive included this book in my text set because it is my favorite book, and also because it is a great example of African American literature. This book uses African American dialogue that is genuine to the culture, and shows the importance of oral tradition. The purpose or goal I would set for students reading this novel is to have them track Janies progress as a character. Hurston, Zora Neale. Their Eyes Were Watching God. 1937.

2. Invisible Man By Ralph Ellison Ive included this book in my text set because it portrays many examples of prominent African American themes and issues, such as identity and the struggle to fit in. This book also exposes many aspects of society at this time. A purpose or goal I would set for my students while reading this book is to keep track of the ways that the narrator could be considered invisible throughout the novel. Ellison, Ralph. Invisible Man. 1952.

Movie 3. Their Eyes Were Watching God Directed By Darnell Martin Ive included this movie because Ive paired with the novel version of this story. The purpose I would set for students watching this movie would be to compare it with novel, which we would have read previously. Martin, Darnell. Their Eyes Were Watching God. American Broadcasting Television Movie. Oprah Winfreys Harpo Productions. 2005. Documentaries 4. A 1960 documentary about Integration This video, which I have saved to my computer, is included in my text set because it provides students with background information about some of the events that African American people had to deal with at the this time. A purpose I would set for students watching this video would be to notice the differences from society at this time to the society we live in today. www.youtube.com/watch?v=X3Cvj-nY32Q

5. Harlem Renaissance- video biography I have also saved this video to my computer so that I have it for future use. I have included it in my text set so that my students will gain insight into the Harlem Renaissance. I also think that this video will help my students realize how important the Harlem Renaissance was to not only African American culture, but American culture as well. A purpose I would set for students watching this video would be to have them think of aspects of our culture that may not be the same if it wasnt for the Harlem Renaissance.

 Poems

http://www.youtube.com/watch?v=XVnEd9S1Drw

6. Bound Noth Blues By Langston Hughes I chose to include this poem in my text set because it exposes students to African American poetry. This poem describes the struggle that African American slaves went through on their journey to the North. I also like that the students will be able to interpret this poem in numerous ways. A purpose I would set for students when reading this poem would be to have them try to put themselves in this time period, and have them read the poem out loud so that they can learn to appreciate the dialect during this time. Hughes, Langston. Bound Noth Blues. 1920s. http://www.fcps.edu/MtVernonHS/media_center/webquest/2008_2009/harlem_re naissance/teacher_resources/forms/bound_noth_blues.pdf Picture Book 7. A Picture Book of Harriet Tubman By David A. Adler I included this picture book in my text set because I wanted to show my students that picture books arent just for children. This book tells the story of Harriet Tubman in a factual, yet interesting way. This book allows for students to get to know who Harriet Tubman was and her important effect on African American history. A purpose I would set for students reading this picture book would be to have them write down something new that they have learned about Harriet Tubman by reading this book.

Adler, David A. A Picture Book of Harriet Tubman. Illustrated by Samuel Byrd. 1992

Short Story 8. The Negro Artist and the Racial Mountain By Langston Hughes This story exhibits Hughes feelings on African American pride. He writes a story encouraging blacks to be proud of themselves for whom they are and what they have to offer our culture, and doesnt want them to copy white people. This story was written based on Hughes overhearing another African American writer saying, I want to be a poet- not a black poet, which sincerely enraged him. I have included this in my text set because I want my students to be able to experience a variety of opinions on race from a variety of different African American writers. A purpose or goal I would set for students when reading this short story would be for them to provide evidence from the text supporting what they think the Racial Mountain that Hughes is referring to. Song 9. Something to Live For By Duke Ellington I have included this song in my text set because Duke Ellington is a singer and songwriter from the Harlem Renaissance, and I think this song will help to give students a better understanding of songs that existed during this time. A purpose I would give students when listening to this song would be to describe the effect that this song had on them in comparison to the songs they choose to listen to. Hughes, Langston. The Negro Artist and the Racial Mountain. 1926. http://www.english.illinois.edu/maps/poets/g_l/hughes/mountain.htm

Song Lyrics 10. Something to Live For By Duke Ellington I have included these song lyrics in my text set so that students may refer to these while listening to the song. I also will have students use these lyrics in order to complete one of the activities I have created. The purpose I will set for students reading these lyrics will be for them to determine what they meant to Duke Ellington, and what they mean to themselves. They will then discuss this meaning in small groups. ELyrics http://www.elyrics.net/read/d/duke-ellington-lyrics/something-to-live-forlyrics.html

Lyrics: Something to Live For By Duke Ellington

I have almost ev'ry thing a human could desire, Cars and houses, bear-skin rugs to lie before my fire But there's something missing, Something isn't there, It seems I'm negver kissing the one whom I care for. I want Something To Live For Someone to make my life an adventurous dream Oh, what wouln't I give for Someone who'd take my life and make it seem gay as they say it ought to be. Why can't I have love like that brought to me? My eye is watching the noon crowds searching the promenades seeking a clue To the one who will someday be my Something To Live For. I want Something To Live For Someone to make my life an adventurous dream Oh, what wouln't I give for Someone who'd take my life and make it seem gay as they say it ought to be. Why can't I have love like that brought to me? My eye is watching the noon crowds searching the promenades seeking a clue To the one who will someday be my Something To Live For.

Name:________________________ Movie/Book Review Assignment- Their Eyes Were Watching God Movie/Book Review Will: Be 2 to 3 pages in length (double-spaced) Have an argument that you support throughout the piece with quotes and evidence from the text and/or movie Can also be a contrasting review of the two works Be published in the class newsletter upon completion

Rough Draft Due:________________________ After reading your rough drafts, I will meet with each student individually in order discuss what will make the draft ready to be published in our classroom newsletter Conference Date:___________________________ Conference: Be prepared to discuss the argument youre trying to prove through your book/ movie review (either positive or negative) Bring the start of your draft, any notes you have, and quotes you have found to back up your opinion or critique of the novel/movie. Final Copy Due:_______________________________

Product of EDR 524- Activity # 1 End of Their Eyes Were Watching God lesson

Due: May 1, 2013 Name:______________________

Advertisement Assignment- Invisible Man

FIRST Write a Paragraph selling the novel in an advertisement to your fellow classmates. Use specific details and language that will draw in your audience. Provide as much imagery and evidence from the novel as possible. Practice reading your advertisement out loud. PRESENT to the class your completed 3 to 5 minute advertisement. You will be peer evaluating each others presentations, so make sure to speak LOUDLY and CLEARLY Peer Evaluation is located on the back of this worksheet, make sure to put each of your classmates names who present in the slots, and hand in once everyone has presented.

Product of EDR 524 End of Invisible Man Unit

Due: May 1, 2013 Presenter:_____________________________ On a scale of 1 to 5 how would you rate the presenters:

SPEAKING [clear enough? Loud enough?] ______ Comments:

CONTENT [did the advertisement make sense? Was there a solid argument?] ________ Comments:

Reviewer: ____________________________

Product of EDR 524 Peer Evaluation [Activity # 2]

Due: May 1, 2013 Something To Live For - Assignment We will be listening to this song, Something To Life For By Duke Ellington, as a class, while looking at a copy of the lyrics Next, we will break into small groups to discuss what the lyrics mean to Duke Ellington (hes from the Harlem Renaissance), and what they mean to us Finally we will go back to our seats and begin writing journal entries expanding the discussions we just had. Journal Prompts are below.

Journal Prompts Write a 2 to 3 page journal reflection on the meaning of the lyrics Compare these lyrics to some of the lyrics that you chose to listen to. Are they similar? How are they different? Does this song have the any effect on you? If so, what? Does it make you think of anything else when you listen to it? Maybe a situation in your own life?

Product of EDR 524 Activity # 3 Due: May 1, 2013