Bell Ringer 1/29 Please get out your books and your Countee Cullen “From the Dark Tower” handout. Please discuss the following question with a person sitting near you: What do these three authors (from the biographies on pg. 934) have in common? Be ready to discuss at the beginning of class. 1

Bell Ringer 1/29 Please get out your books and your Langston Hughes Graphic Organizer. Sit next to your partner. Answer the following question together: Who is the speaker in “The Negro Speaks of Rivers?” How do you know? Be able to discuss at the beginning of class. 2, 3

Bell Ringer 1/29 Please get out your books and your “The Tropics in New York” Graphic Organizer/paragraph. Answer the following question with someone sitting near you: Who is the speaker in “The Tropics in New York?” What do you know about him/her? Be ready to discuss at the beginning of class. 4

Bell Ringer 1/29 Please get out your books and your “The Tropics in New York” Graphic Organizer/paragraph. Please use the first 15 minutes of class to finish your graphic organizer and paragraph. Be detailed in both the graphic organizer and the paragraph. 7

Bell Ringer 1/28 Please get out your books and your 2nd Langston Hughes Graphic Organizer (“Dream Variations” and “Refugee in America”). Please answer the following question with someone sitting near you: How does the imagery in “Dream Variations” affect the poem’s interpretation and tone? Be able to discuss when class begins. Have specific examples ready. 9

English III EQ: How can we give strong and thorough evidence for our inferences and conclusions about the poetry of the Harlem Renaissance? Agenda Bell Ringer/Discussion Agenda/EQ Langston Hughes (4 Poems) Read Poetry/Create Graphic Organizers Claude McKay (1 Poem) Read Poetry/Create G.O./Short Essay Poetry Vocabulary Social Context: Author Biography (pg. 934) Reading Cullen, Bontemp, & Toomer (3 Poems)

Langston Hughes “The Negro Speaks of Rivers” & “Ardella” What conclusions can we draw about the speakers in these poems? Get a piece of lined paper Fold in half (Side 1 = “The Negro Speaks of Rivers,” Side 2 = Ardella) Column 1 (on both sides) = Conclusion about speaker Column 2 (on both sides) = Specific Line/Word (with line # from the poem) Bottom Section – Imagery List the Imagery in the poem

Langston Hughes #2 Repeat the process for creating the graphic organizer for “Dream Variations” and “Refugee in America.” Follow the example on the board. Don’t forget to list ALL the imagery you find. List specific words/lines with their line numbers. If it helps, break the conclusions down to answer the questions who, what, where, when, and why.

Claude McKay Make the same graphic organizer that you made for Langston Hughes (see board). Turn to pg. 930, “The Tropics in New York” by Claude McKay. Analyze the poem (conclusions about speaker, proof from text, imagery) on the front of the graphic organizer. On the back, answer the following question with a paragraph: What can you learn about the speaker in Claude McKay’s “The Tropics in New York” by examining the poem’s imagery? Use quotes from the poem to support your main idea. Be thorough – use multiple quotes from throughout the poem. Make sure you explain all proof so that any reader could understand your points.

Poetry Vocabulary Metaphor: an implied comparison between two seemingly dissimilar things used to make writing more vivid and meaningful. Extended Metaphor: elaborate, lengthy comparison developed throughout the course of a poem. Social Context: the attitudes and customs of the culture in which the writer lived.

Bell Ringer 1/29 Please get out your multiple plotline dramatic structure and conflicts. Make sure you have at least 2 plotlines with their conflicts listed. Make sure your writing addresses this prompt: Write a story about a town where items (large or small) keep disappearing and reappearing and only two people seem to notice.

Creative Writing EQ: How do authors use pace and sequence to build a vivid, engaging, coherent story that works towards a particular tone and outcome? Agenda Bell Ringer/Discussion – Homework Check Agenda/EQ Sharing Our In Medias Res stories – Last 2 Multiple Plotline Dramatic Structure & Conflicts Sharing

Multiple Plotline D.S. & C Create the Dramatic Structure and Conflicts for a Multiple Plotline Story. Make the characters relevant to each other’s plots. Introduce breaks when the point of view changes. Make the plots relevant to each other. Each plot needs it own dramatic structure and conflicts. Eventually the plotlines should merge and resolve together. Respond to this prompt: Write a story about a town where items (large or small) keep disappearing and reappearing and only two people seem to notice.