When one is describing a “fresh and brilliant portrait of African American art and culture in the 1920s (Rampersad, Arnold),” the Harlem Renaissance would be the most accurate assumption.
A black man named Charles Spurgeon Johnson who was the editor for the National Urban League magazine encouraged and supported black writers and artists who were part of the Harlem Renaissance....
My curriculum unit, Voice in Poetry: Dream a World with Langston Hughes, is a curriculum unit designed to teach the concept of voice in poetry to 3 rd - 5 th grade students. The students, who are predominately African American, have diverse learning needs, experiences, and ways of learning. The poetry unit will provide students with multiple oral and written language activities that encourage them to develop their unique voices in writing. I will implement this unit in a standard-based classroom during the two-hour literacy block. The three-part lesson framework will be used during Reader's and Writer's Workshop. The three-part lesson framework consists of a mini-lesson (before the learning), student work time (during the learning), and sharing (after the learning). My students will be engaged in a series of activities that will allow them to develop their voices in reading, writing, and speaking.
During Reader's Workshop, I will use multiple approaches to oral reading. I will make use of reading aloud, echo reading, choral reading, and paired reading. Oral reading is an effective way to help my students understand the text and create their unique voices in writing. When students hear lively and powerful words on the page, they will be encouraged to incorporate the elements of voice in their writing. During Writer's Workshop, I will implement several approaches that promote students to engage the reader's interest in writing. Freewriting, journal writing, response to literature, sentence starters, and rewriting, are the strategies for Writer's Workshop. Students will use the poems of Langston Hughes as models to write poetry. The writing process is utilized to guide students through the steps for writing their poems. They will brainstorm and make a jot list of ideas in groups. Graphic organizers will be used to arrange ideas. The people, places, and objects in their poems should be described using poetic devices. Reading and reciting their poetry occurs during sharing time.
Students use their unique voices outside the classroom in numerous ways. They dialogue with family and friends, talk on cell phones, rap to the rhythm of the beat, imitate voices on videos, and sing songs with a variety of language. I want students to incorporate lively, prolific voices in their writing. Oral and written language experiences in the classroom will help students develop voices that are expressive of themselves. When I read aloud Langston Hughes's poems, students will hear words, rhyme, and musical forms that are relevant to their oral language experiences. They will find their voices by reading aloud, analyzing, and listening to the powerful voices delivered in Hughes's poetry. I plan to take my students on a poetic journey, exploring the distinguished voice of Langston Hughes.
My students will write poems that capture the reader's interest by using voice in writing. By engaging in reading aloud; choral reading, echo reading, and text rendering, my students will find their voices. These approaches will provide them with opportunities to develop their own voices. They will use poems by Langston Hughes as a model to write their own poems. Finally, my students will prewrite to generate ideas, develop a rough draft, reread to revise, and edit to correct. They will accomplish this objective by following the steps of the writing process to write their poems.
By completing a series of engaging activities, the students will accomplish the objectives for this unit. They will read a familiar poem with expression by reading aloud with a partner or in a group. The students can enjoy reading a poem that they practiced or wrote during Writer's Workshop. The students will use oral language for different purposes by reading and reciting poems to an audience. They will identify the meaning of poetic devices and incorporate them in oral and written language. This objective can be accomplished when the students write the definition of poetic devices in their journals and highlight examples of poetic devices in other poems. The students will also incorporate poetic devices in their poems written during Writer's Workshop. The students should make judgments and inferences about characters and events. This objective can be accomplished by answering reflection questions and supporting answers with evidence from the poems. The students will summarize the content of a poem by responding to discussion questions and participating in class discussions. The students can identify the basic elements of poetry by analyzing an array of poems by Langston Hughes and engaging in text rendering.
My goal is to provide students with an array of experiences that will allow them to develop their unique voices in reading, writing, and speaking. I want my students to be able to form a relationship with the reader by creating a speaker's voice that is lively, engaging, and interesting. As the students immerse themselves in Langston Hughes's powerful masterpieces, they will understand voice in poetry. The objectives in this curriculum unit align with the Georgia Performance Standards.
During the Harlem Renaissance period, Alain Locke considers African Americans as transforming into someone “new.” He describes how African Americans migrated from the south to the north and were given new opportunities....
I would use Langston Hughes' poem, "Dreams" to teach the public voice and metaphors. I want students to dream and have ways to articulate their dreams. In this poem, Hughes is speaking to the people who believe in dreams. He is telling them to hold on to their dreams. Hughes writes that without dreams, life is meaningless and hopeless.
Jean Toomer, also of the Harlem Renaissance, published only one novel. But it quickly became a classic. Cane is set in rural Georgia and was based on the author’s personal experience as a high school principal in the town of Sparta. The book won Toomer fame as one of the first writers to capture and show the beauty and strength of southern black culture.
Langston Hughes is generally considered the most influential black American writer of the 20th century. He wrote poetry, novels, autobiographies, and children’s literature. He graduated from Lincoln University in 1931. This volume, autographed by Hughes, was signed “To Joe Ferguson, fellow Lincolnite, Toledo, April 4, 1937.”