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Read the article and take notes to show yourВ understandingВ of the movement. Read an article that provides detailed descriptions of theВ HarlemВ Renaissance movement. Preparations for the HarlemВ Renaissance ProjectA. ( click the link direly go to pages 52-53 ( 9-10 reading literature standards). Write five reading logs based on five different reading standards. Read a story from the anthology by Karen Russell.

Write a paragraph based on each work discussing how each writer or artist uses his/her artistic creation to chant in the movement.C. Examine three works from the Harlem Renaissance period ( 2 poems by twoВ differentВ poets and one art). Cite one direct quotation that highlights the spirit of the Harlem Renaissance.B.

Through the project, students will gain deep understanding of the direct correlations between an imaginary work and it zeitgeist. For each visual, students need to provide citations as well as captions. In addition to using visuals as part of the presentation, students will also use excerpts of the essay to explain, argue or support their assertion that they will derive based on research. Students will do research on these factors and use multi-media presentation to present their research.

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You may comment about social implications and restraints, themes, or the authorвЂ™s tone at a given time вЂ“ as long as it is at least one paragraph per chapter.III. Finally, as you read, keep a journal to illustrate how the facts behind your above essay topics were woven by this author into her work. Understanding the historical context of a text gives you, as a reader, a more holistic understanding of the thematic, social, and tonal elements woven within the text and between its lines by its author. When reading a novel it is always important to have some understanding of the era during which the novel was written. Artic Exploration during the Industrial Revolution era.II. Science and technology of the Industrial Revolution era.

Students will be required to synthesize analysis across multiple texts and engage with SL.9-10.1.a, c, and d in order to evaluate their peers.Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details provide an objective summary of the text.Analyze in detail how an authorвЂ™s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g. They will also critique their peersвЂ™ discussion. They will then identify quotes that complement or challenge one another from the different texts and explain how the authors make similar or contrasting points.В Using a fishbowl method for discussion, students will engage in a critical dialogue about the texts, using the open-ended questions developed in the previous lesson. Try to enter as many comments as you can that relate to your above written essay topics because such notes are essential for us to have a meaningful discussion to prepare for our final project.Introduction:В End-of-Unit AssessmentвЂ”students will engage in a discussion to analyze вЂњTrue Crime,вЂќ вЂњHow Bernard Madoff Did It,вЂќ and The Wizard of Lies.В Students will first review their notes and annotations for each text they have read in this unit (MosleyвЂ™s вЂњTrue Crime,вЂќ AhamedвЂ™s вЂњHow Bernie Madoff Did It,вЂќ and an excerpt from HenriquesвЂ™ The Wizard of Lies).

Synthesizing Central Ideas:В review your notes and annotationsВ independentlyВ from the threeВ texts in this unit: вЂњTrue Crime,вЂќ вЂњHow Bernard Madoff Did It,вЂќ and The Wizard of Lies. Share your answers to the homework response: Does the information you know about the Bernie Madoff scandal confirm or challenge MosleyвЂ™s claims in вЂњTrue CrimeвЂќ? Students will synthesize analysis across multiple texts and engage with SL.9-10.1.a, c, and d in order to evaluate their peers.Aim: How do we use open-ended questions in a discussion group to synthesize our analysis of the texts? They will also critique their peersвЂ™ discussion.