1. Bell Ringer 1/30
Please get out your books and your Countee Cullen handout so that we can go over the discussion questions.
Identify the imagery in “From the Dark Tower” (pg. 936).
Make a list (on the back of your Cullen handout)
Discuss with someone sitting near you.
Be ready to share when class begins.
1, 4

2. Bell Ringer 1/30
Please get out your books and your 2nd Langston Hughes Graphic Organizer (“Dream Variations” and “Refugee in America”).
Sit with your partner.
Take the first minutes of class to complete this graphic organizer.
2, 3

3. Bell Ringer 1/30 Please get out your books and turn to pg. 934.
Read the three author biographies on this page and answer the first question on your Countee Cullen handout. 7

4. Bell Ringer 1/30
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. 9

5. 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) – Bio (pg. 924)
Read Poetry/Create G.O./Short Essay
Poetry Vocabulary
Social Context: Author Biography (pg. 934)
Reading Cullen, Bontemp, & Toomer (3 Poems)

6. 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

7. 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.

8. 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.

9. 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.

10. Bell Ringer 1/30
Please get out your Multiple Plotline Dramatic Structure and Conflicts.
If you were here yesterday, I am re-checking that work.
Make sure you have:
Two distinct dramatic structures
2 sets of conflicts
The dramatic structures must intersect at least once.

11. 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
Multiple Plotline Dramatic Structure & Conflicts
Sharing
Writing

12. Multiple Plotline Example
Write a story about a town where items (large or small) keep disappearing and reappearing and only two people seem to notice.
Create a story with 2 plotlines
Each plot needs it own dramatic structure and conflicts.
Eventually the plotlines should merge and resolve together.
Length: 2 pages front and back
Use transitions between plotlines
Keep your writing appropriate