What are some characteristics of American literature during the Gilded Age and Harlem Renaissance?
Objective: Students will analyze information in tables, charts, and maps by interpreting details and making connections.
1. We completed vocabulary cards for superficial and exempt.
2. WN #44 - Nick's father's advice
3. In small groups, we shared the scenarios we created in our notebook and discussed whether we thought Nick's father offered good advice. We then shared ideas with the class and as a class we discussed why Fitzgerald might begin The Great Gatsby with this advice.
4. As a class, we discussed our movie scene critiques.
5. We learned some background information about the Gilded Age by analyzing statistics from the time (creating a T-chart of facts & interpretations in the Activity #1 slot on this handout).
6. From our classmates' presentations, we learned about Upton Sinclair, Charlotte Perkins Gilman, Kate Chopin, Carl Sandburg, and Edwin Arlington Robinson.
7. We learned some background information about the Harlem Renaissance by analyzing charts and maps (recording the interpretations and connections we found in the Activity #2 slot on this handout).
8. From our classmates' presentations, we learned about Paul Lawrence Dunbar, Langston Hughes, Claude McKay, Countee Cullen, and Zora Neale Hurston.
For next time: Read Chapter 2 of The Great Gatsby and complete Creative Response 1.
Objective: Students will analyze information in tables, charts, and maps by interpreting details and making connections.
1. We completed vocabulary cards for superficial and exempt.
2. WN #44 - Nick's father's advice
3. In small groups, we shared the scenarios we created in our notebook and discussed whether we thought Nick's father offered good advice. We then shared ideas with the class and as a class we discussed why Fitzgerald might begin The Great Gatsby with this advice.
4. As a class, we discussed our movie scene critiques.
5. We learned some background information about the Gilded Age by analyzing statistics from the time (creating a T-chart of facts & interpretations in the Activity #1 slot on this handout).
6. From our classmates' presentations, we learned about Upton Sinclair, Charlotte Perkins Gilman, Kate Chopin, Carl Sandburg, and Edwin Arlington Robinson.
7. We learned some background information about the Harlem Renaissance by analyzing charts and maps (recording the interpretations and connections we found in the Activity #2 slot on this handout).
8. From our classmates' presentations, we learned about Paul Lawrence Dunbar, Langston Hughes, Claude McKay, Countee Cullen, and Zora Neale Hurston.
For next time: Read Chapter 2 of The Great Gatsby and complete Creative Response 1.