module+3.2


 * ​​Lesson Plan Deconstruction – A.3.2**

Collaborators: Fran Baines and Lynda Muller

Dr. M. - Red


 * Instructional Level:** High School Students


 * Lesson Plan: **Harlem Renaissance (received from Dr. M via email); Advanced Lesson

MindMeister **-** http://www.mindmeister.com/maps/show/46275050
 * Prewriting/thinking Tools: **


 * Link to Graphic Organizer** - http://ls5443sp2010.wikispaces.com/module+3

** Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet. **

A graphic organizer differs from a worksheet in several important ways.


 * ** Worksheet ** || ** Graphic Organizer ** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||
 * Less flexibility || Greater differentiation and support for ELLs and special education students ||
 * Does not always stimulate higher-order thinking skills || More likely to provoke higher-order thinking due to open-endedness of the possible responses ||

A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.

1. Each partner should use a **different color font** to indicate her/his contributions to this collaborative assignment. Do not use black! 2. Where you see a **diamond-shaped** bullet (turned into a ‘v” by wikispaces), you will need to provide a response. 3. “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn ** zero points**, except as noted on the checklist.
 * Important:**
 * Reading Comprehension Strategy:** Synthesizing


 * Instructional Level:** ​ High School High School (Advanced)

** Planning **


 * Reading Comprehension Strategy (RCS)


 * Name the RCS. Synthesizing Synthesizing


 * Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.

**1.1.5** Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. **1.1.6** Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. **1.1.8** Demonstrate mastery of technology tools for accessing information and pursuing inquiry. **1.1.9** Collaborate with others to broaden and deepen understanding. **1.2.2** Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. **1.2.3** Demonstrate creativity by using multiple resources and formats. **1.3.1** Respect copyright/ intellectual property rights of creators and producers. **1.3.3** Follow ethical and legal guidelines in gathering and using information. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**1.3.5** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Use information technology responsibly <span style="color: #00b050; font-family: 'Arial','sans-serif';">**1.4.1** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**1.4.2** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Use interaction with and feedback from teachers and peers to guide own inquiry process. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**2.1.1** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**2.1.2** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Organize knowledge so that it is useful. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**2.1.6** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**2.2.3** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**2.2.4** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Demonstrate personal productivity by completing products to express learning. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**2.4.3** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Recognize new knowledge and understanding. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.1.2** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Participate and collaborate as members of a social and intellectual network of learners. 3 <span style="color: #00b050; font-family: 'Arial','sans-serif';">**.1.4** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.1.5** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Connect learning to community issues. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.1.6** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Use information and technology ethically and responsibly. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.2.1** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.2.2** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.2.3** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Demonstrate teamwork by working productively with others. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.3.4** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Create products that apply to authentic, real-world contexts. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.4.1** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.4.2** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Assess the quality and effectiveness of the learning product. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**3.4.3** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.1.3** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Respond to literature and creative expressions of ideas in various formats and genres. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.1.5** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Connect ideas to own interests and previous knowledge and experience. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.1.6** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Organize personal knowledge in a way that can be called upon easily. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.1.7** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Use social networks and information tools to gather and share information. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.2.3** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.3.1** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Participate in the social exchange of ideas, both electronically and in person. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.4.4** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Interpret new information based on cultural and social context. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.4.5** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Develop personal criteria for gauging how effectively own ideas are expressed. <span style="color: #00b050; font-family: 'Arial','sans-serif';">**4.4.6** <span style="color: #00b050; font-family: 'Arial','sans-serif';">Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.


 * **<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif;">Find, evaluate, and select appropriate sources to answer questions. (1.1.4)
 * <span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif;">Respect copyright/intellectual property rights of creators and producers. (1.3.1)

<span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif;">Organize knowledge so it is useful. (2.1.2) > reflecting on the learning. (3.1.1)
 * <span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif;">Use technology and other information tools to analyze and organize information. (2.1.4)
 * <span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif;">Conclude an inquiry-based research process by sharing new understandings and
 * <span style="background-color: #ffffff; color: #000080; font-family: 'Times New Roman',Times,serif;">Assess the quality and effectiveness of the learning product. (3.4)
 * Reading Development Level Advanced High School Advanced

Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows: Emerging: Grades K-1 Advancing: Grades 2-3 Advanced: Grades 4-6 However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. I have used some of the advanced lesson with 8th-grade students. LS 5443 students who are interested in serving at the high school level should choose an advanced lesson for this assignment or email the professor for several high school examples from her forthcoming book.
 * Instructional Strategies

Review these strategies on page 13 in CS4TRC.

>>> >>> What are your questions about the lesson length? You must have at least one. >>> <span style="color: #008000; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">When using this as a stand alone unit, are six sessions really long enough to cover the Harlem Renaissance in thorough enough depth for high school level readers? >>> >>> How does one keep students' engaged with evaluating the same material for such a long time frame? >>> ** What are your strategies for getting out of the fixed schedule library box? The librarian could meet with the teacher and decide upon a consistent time that she can participate with facilitating the lesson in the classroom or schedule for that class to meet in the library classroom for instruction. ** <span style="color: #00b050; font-family: 'Arial','sans-serif';">The purpose of this mini-unit is to make notes, build, and synthesize background knowledge by using multiple sources in multiple formats, to present learning creatively using Web 2.0 tools, and to self-assess using a rubric and response sheet. This mini-unit can be used as preparation for engaging in a study of the literary figures of the Harlem Renaissance and their works, or as an introduction to the historical period in the U. S. immediately following World War I. It can also stand alone.
 * Which of these research-based instructional strategies have you used in your teaching? Name them. Identifying similarities and differences, Summarizing and note taking, Cooperative learning, Setting objectives and providing feedback, Questions, cues, and advance organizers. <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt;">I’ve used summarizing and note taking, cooperative learning, and questions, cues and advance organizers in my homeschooling. Summarizing and note taking my kids did for their state reports in 4th grade. Cooperative learning is what we used when we did a unit on Ancient Egypt. Both boys did research independently and then shared what they had learned with the other child. We also used nonlinguistic representations in this unit as we spent 2 class times playing with hieroglyphics and another 3 class times learning about the game that was found in Kind Tut’s tomb, making one of our own, and playing it together. When they did a research paper in 6th grade, each boy used a KWLQ chart for a graphic organizer.
 * Which of these instructional strategies do you need to learn? Name them and describe them. Nonlinguistic representations such as drawing pictures, creating graphs, and kinesthetic activities (Good these are often not used at the high school level. That is unfortunate because these work for many students' learning styles and preferences.) <span style="color: #00b050; font-family: 'Arial','sans-serif'; font-size: 12pt;">__Identifying similarities and differences__: Identifying similarities and differences is the same as compare and contrast where you find qualities that occur in both items, and identify qualities that are in direct opposite to each other. __Setting objectives and providing feedback__: Setting objectives and providing feedback. I’m not sure if I’ve done this in my homeschooling or not. Our homeschooling was based primarily on a correspondence curriculum which provided ready-made objectives. I never had to establish objectives on my own, which are goals for the learner to achieve. I did provide feedback. That’s one advantage to homeschooling – the learner can get instantaneous feedback form the teacher and both teacher and learner know if the objectives have been satisfactorily met or not. If not, maybe another approach is necessary for comprehension of the subject matter.
 * Lesson Length 5-6 sessions. 5-6 sessions depending on if homework is assigned outside of class.
 * Purpose

Review Bloom’s Taxonomy: __[]__
 * How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? Because students' are expected to synthesize information from multiple sources and formats, the librarian would be a great source in assisting students' to create graphic organizers to interpret the newly acquired information. <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Introduce students to types of literature, history, music and art that they may otherwise never have been exposed to outside of school or within the constraints of a NCLB classroom.
 * Objectives
 * List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.


 * Objective || Verb || Level on Bloom’s ||
 * Objective 1 || Identify || Comprehension ||
 * Objective 2 || Make || Synthesis ||
 * Objective 3 || Identify || Comprehension ||
 * Objective 4 || Interpret || Application ||
 * Objective 5 || Create || Synthesis ||
 * Objective 6 || Assess || Evaluate ||
 * Objective 7 || Infer || Analysis ||


 * Verb || Level on Bloom's ||
 * Identify || <span style="color: #008000; font-family: 'Arial','sans-serif';">comprehension ||
 * Make || synthesis ||
 * Identify || knowledge ||
 * Interpret || application ||
 * Create || analysis ||
 * Assess || Evaluate ||
 * Infer || Analysis ||

Children’s Literature Websites Graphic Organizers Materials Equipment Websites: ** Harlem Renaissance Pathfinder, resources for locating copyright free images. ** Videos: **Billie Holliday, Apollo Theatre videos and other videos the students might encounter during their research.** Prose: Teacher list of Renaissance Artists and Musicians; Harlem Renaissance Multimedia Resource; A Guide to Harlem Renaissance; Harlem Renaissance (site listed on impact10harlem); Readers Guide Online Poetry: //Harlem//: //A Poem// by Walter Dean Myers Paintings: Paintings posted in YouTube Video "Harlem Renaissance" Music: Billie Holliday, Duke Ellington Dance: images and videos of dances originating in Harlem Renaissance from YouTibe video Still photography:photographs of musicians, authors, other important individuals of Harlem Renaissance Wikis are used to collaborate, organize, and construct information. The Internet is used to access the YouTube video on the Harlem Renaissance.
 * Resources, Materials, and Equipment
 * Which are the different formats or genres used to support learners?
 * <span style="background-color: #ffffff; color: #000080; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">You Tube video "Harlem Renaissance" **
 * Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.

Wikis are appropriate for this project as the final project presentation tool because the students are expected to collaborate and pool their findings. Yes! >>> projects that are focused on higher order skills. One educator could oversee the collection of print resources and the other websites. Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
 * Collaboration
 * How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. With two instructors overseeing students' productivity, it helps prevent students' from wasting time meandering. Also, with the guided instruction, students' are able to get quick feedback should they encounter an issue. Because synthesizing is one the more difficult reading skills, two educators work well in that they are able to help students sustain the motivation and interest required to complete
 * Different people have diffderent interests, including teachers. With different perspectives being presented, one teacher might discuss the music of the period, the other teacher might discuss the literature of the period. Students get a more rounded and thorough coverage of the subject matter.
 * Assessment
 * Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Notemaking sheets, wiki presentations, rubrics, and response sheets
 * Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Yes, students are to participate in the process by reading assigned rubric criterion, evaluating the wiki after presentations, collaborating with members on evaluation of presentation, and justifying the evaluation to share with class. This process for each group is the same process that will be used to evaluate their product . The trick is getting them to use the rubric to guide their work throughout the process. One way is to ask them to write an exit slip related to one or more of the rubric criteria at the end of the period on the days they are conducting research.
 * Standards
 * What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
 * 110.30 (b): Students must develop the ability to comprehend and process material from a wide range of texts.
 * 110.31 (2): Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
 * 110.31 (12): Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.
 * 110.31 (13): Students use elements of the writing process to compose text.
 * 110.31 (17): Students understand the function of and use the conventions of academic language when speaking and writing.
 * 110.31 (20): Students ask open-ended research questions and develop a plan for answering them.
 * 110.31 (21): Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
 * 110.31 (22): Students clarify research questions and evaluate and synthesize collected information.
 * 110.31 (23): Students organize and present their ideas and information according to the purpose of the research and their audience.
 * 110.31 (24): Students will use comprehension skills to listen attentively to others in formal and informal settings. Yes!
 * Which AASL indicators align with this lesson? Give both the number and the description for each.
 * 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connections for using this process in own life.
 * 1.1.2: Use prior and background knowledge as context for new learning.
 * 1.1.3: Develop and refine a range of questions to frame the search for new understanding.
 * 1.1.4: Find, evaluate, and select appropriate sources to answer questions.
 * 1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
 * 1.1.6 Read, view, and listen for information presented in any format in oder to make inferences and gather meaning.
 * 1.1.7: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * 1.1.9: Collaborate with others to broaden and deepen understanding.
 * 2.1.1: Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
 * 2.1.4 Use technology and other information tools to analyze and organize information.
 * 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
 * 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
 * 3.1.2: Participate and collaborate as members of a social and intellectual network of learners.
 * 3.1.3: Use writing and speaking skills to communicate new understandings effectively.
 * 3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
 * 3.1.5: Connect learning to community issues.
 * 3.1.6: Use information and technology ethically and responsibly.
 * 4.1.2: Read widely and fluently to make connections with self, the world, and previous reading.
 * 4.1.3: Respond to literature and creative expressions of ideas in various formats and genres.
 * 4.1.7: Use social networks and information tools to gather and share information.
 * 4.1.8: Use creative and artistic formats to express personal learning.

Motivation Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Student-friendly Objectives Presentation In the modeling aspect of the lesson, students engage in actively collecting their top three musicians or artists by skimming and scanning from the websites provided. >>> Most beneficial is having two educators assist in this area. Each educator can model for a few students at a time the way to write-up on a graphic organizer the information acquired for each artist. Then, model how the reader should evalute using the graphic organizer to help synthesize the information. This is crucial because typically this where the disconnect happens with students. >>> Another area is ensuring that students are correctly formatting their Works Cited information. With the collaboration of two educators, more one on one time can be devoted to helping students understand the proper formatting guidelines used by MLA. Student Participation Procedures or Student Practice Procedures All of the directions are clearly stated. Specifically, starting each guideline off with an active verb ensures that the student understands exactly what is required. For example, insert, caption, and link images clearly sends the message that you are expected to include in your presentation images with captions to identify them along with a working link to easily access.
 * Process
 * Will this invitation to learn be effective in capturing students’ interest? Why or why not? Yes, the video of the "Harlem Renaissance" will help students visually connect newly acquired information with previous prior knowledge.
 * What are your ideas to increase student buy-in to this lesson? Give at least one.
 * To increase students motivation to buy-in to this lesson, educators could collaborate with other educators in different subject areas and have them present key individuals of the Harlem Renaissance period. For example, the band instructor could present Duke Ellington, an English or Reading instructor could present Zora Neale Hurston or Richard Wright, and the Choir instructor James Weldon Johnson's, "Lift Every Voice and Sing."
 * Are these objectives at the instructional level of the targeted students? Give an example. Yes, the instructional strategies notemaking, summarizing, and classifying are modeled and reinforced to help students reach the advance stage of synthesizing, since objective 110.31 (22) requires students to interpret the research question by evaluating and synthesizing the gathered information.
 * Are there terms in these objectives that may need to be taught to students? Give an example. To ensure that everyone understands exactly what is expected, the educator can rewrite the objective with a synonym in parenthesis defining the unfamiliar word. For example, rewriting objective 110.31 (22) so that it reads: Students clarify (explain) research questions and evaluate (judge) and synthesize (combine) collected information.
 * Describe the modeling aspect of this lesson.
 * How are the benefits of two or more educators maximized in the presentation component?
 * Are the directions clear? Give an example.

Guided Practice Closure Reflection The reflection component relates to the learning objective because it reinforces the idea that it is imperative to consisently engage in reflection practices to make sense of new information. By "reflect [ing] on changes in personal goals, reading preferences, personal interests, and knowledge base throughout the high school experience," students become cognitive of the relevance of constantly revising areas in their educational experience to help make sense of the newly acquired information.
 * How are the benefits of two or more educators maximized in the guided practice component? Often times students' want feedback as they complete a task step-by-step. Having two educators assist will help eliminate any students' moving forward without having properly fulfilled necessary steps. This helps in reinforcing the skill, as well as, monitoring how many students' are being successful.
 * Are students active in the closure component? What are students doing for closure? Having students' engage in a mock trial of their presentation will remind them of the importance of editing/proofreading work before submitting for grading. Providing this last component to reevaluate their work instills in them accountability for their work successful fulfilling the requirements of the task.
 * How is the reflection component related to the learning objectives?
 * Extensions
 * What are your other ideas for extensions to this lesson? Describe at least one.
 * <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">In Langston Hughes’ poem “Theme for English B,” the poet is trying to complete an English assignment while contemplating how the assignment applies to his own life. Have your students read and discus this poem, available at <span style="color: #333333; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">[] <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">, then write their own poem according to the instructions Hughes was given by his English B professor.
 * <span style="color: green; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Why is this historical period called the "Harlem Renaissance?" Discuss the term 'renaissance.' Briefly compare and contrast the artistic achievements of the Renaissance Period with that of the Harlem Renaissance.