Jestice/English 3
Itemized Syllabus for English 3
(All dates subject to change due to weather, pestilence, frogs.)
February 8, 2017:
Begin Harlem Renaissance Research and Project
DUE March15--250 Points
Their Eyes Were Watching God by Zora Neale Hurston
Reading and Level Questions—DUE March 13--100 points
Their Eyes Were Watching God by Zora Neale Hurston
Reading Schedule
February 14: Chapters 1-2 Level Questions DUE!
February 21: Chapters 3-4 Level Questions DUE!
February 23: Chapters 5-6 Level Questions DUE!
February 27: Chapters 7-8 Level Questions DUE!
March 1: Chapters 9-11 Level Questions DUE!
March 3: Chapters 12-13 Level Questions DUE!
March 7: Chapters 14-15 Level Questions DUE!
March 9: Chapters 16-17 Level Questions DUE!
March 13: Chapters 18-20 Level Questions DUE!
Questions DUE each day!
Instructions in this packet.
Jestice/English 3
Itemized Schedule:
February 8, 2017: SAT prep; review; Into Harlem Renaissance Project
February 10, 2017: The Great Gatsby Test
February 14, 2017: Corrections; Level Questions chapters 1-2
Harlem Renaissance Group Contract DUE!
February 16, 2017: Gatsby Movie!
February 21, 2017: SAT prep; Level Questions chapters 3-4
February 23, 2017: SAT prep; Level Questions chapters 5-6
February 27, 2017: SAT prep; Level Questions chapters 7-8
Gatsby Test Corrections DUE!
March 1, 2017: SAT prep; Level Questions chapters 9-11
March 3, 2017: SAT prep; Level Questions chapters 12-13
March 7, 2017: SAT prep; Level Questions chapters 14-15
March 9, 2017: SAT prep; Level Questions chapters 16-17
March 13, 2017: SAT prep; Level Questions chapters 18-20
March 15, 2017: Harlem Renaissance Museum Project DUE!
(Directions Included)
March 17, 2017: SAT grammar and usage TEST; in-class essay on TEWWG
March 21, 2017: Film
March 23, 2017: Finish Film
March 27-31, 2016 Spring Break!!
Jestice/English 3
Their Eyes Were Watching God by Zora Neale Hurston
Directions: (100 points—10 each time + 10 for all finished questions)
1.
2.
3.
4.
Write questions levels 1-6 as you read for each set of chapters.
Transition them to a large post-it note in class.
Write legibly so that others may be able to read your writing.
Be prepared with questions daily in class.
Level Questions for Their Eyes Were Watching God
Read the assigned chapters; prepare 6 questions to write—DUE AT THE BEGINNING OF
CLASS! Completed posters DUE March 13.
Ask six questions about the chapter(s) using the levels of questioning below.
Do not ask questions for which you already know the answer.
Six types of questions to ask of literature:
Knowledge--Level One Questions: Who? Where? When?
Recalling information. These questions can be answered explicitly by facts presented in
the story.
Examples: Who is the main character? Where is the setting?
Comprehension--Level Two Questions: What?
Summarizing, understanding, discussing. These questions are textually implicit, requiring
some analysis and interpretation of specific parts of the text. In other words, things you
read between the lines.
Examples: What are the differences between Janie and her Grandma? What are
symbols in the text? What is the significance of Tea Cake’s job? What is happening in
chapter 2?
Application--Level Three Questions: Why? How?
Applying knowledge. Problem Solving. These questions are more open-ended and go
beyond the text. They are intended to provoke a discussion of an abstract idea or issue
focused on the author’s purpose.
Examples: Why is the setting important in Their Eyes Were Watching God? Why does
the author use pears and bees as symbols? How does the author portray Janie?
Jestice/English 3
Analysis--Level Four Questions: Comparison/Contrast, How? Why?
Identifying and analyzing patterns and ideas. These questions are asking for analysis
between characters, settings, context, perhaps leading readers to Text to Text
connections.
Examples: Why is Janie set in opposition to all other women? Why is Joe set in
opposition to Tea Cake? How does this text compare/contrast to Langston Hughes’
poem “Harlem?”
Synthesis--Level Five Questions: Cause and Effect, How? Why?
Using old concepts and attaching to new ideas. Inferring, predicting, combining. These
questions ask the reader to make predictions about outcomes apart from the story.
Text to Self Connections.
Examples: How does Zora Neale Hurston make judgments or social statements about
the 1930’s? How and why is she targeting social and racial class?
Evaluate--Level Six Questions: Creation , How? Why?
Assessment of theory. Evaluating. Rating. These questions attach the reader to
construct meaning of the text with regard to the real world. Text to World connections.
Examples: Are women viewed similar in 1930 and 2016? What has changed? What has
not?
Jestice/English 3
Harlem Renaissance Museum Project: Museum display with Research Log
250 POINTS
“Harlem was not so much a place as a state of mind, the cultural metaphor for
black America itself.”—Langston Hughes
Objective: Students will research, evaluate, and synthesize information about
the Harlem Renaissance, using a variety of sources. Students will demonstrate
understanding through oral presentations and reflective writing on the effects
of the Harlem Renaissance on African Americans through an interactive
museum display.
Directions:
1. Students select one or two partners for a total of 3 persons in a group
MAXIMUM. (Groups must fill out the group contract.)
2. Groups must choose (approved by Mrs. Jestice) an area of art, music, dance,
or poetry that represents the Harlem Renaissance.
3. Each person must keep a Research Log, which includes . . .
 quotes from The Great Gatsby
 research from three internet sources
 one data-base source from the PRHS data base system
 a Works Cited page in MLA format.
4. Each museum display should include (but is not limited to):
 examples of the artist’s, musician’s, or poet’s work
 background information on the artist’s, musician’s, or poet’s life
 a visually interesting backdrop for the exhibit, capturing the spirit of the
Harlem Renaissance
 a written or recorded guide to viewing the exhibit
 an interactive component for the audience to experience the exhibit (i.e.
video on steps to a dance, audio of music, etc.)
Jestice/English 3
Suggested Projects and Websites:
Countee Cullen, Langston Hughes, Bessie Smith, William H. Johnson, Duke Ellington,
Jacob Lawrence, The Cotton Club, The Lindy Hop, Louis Armstrong, The Charleston
Websites related to African American history

African American Odyssey
(http://memory.loc.gov/ammem/aaohtml/exhibit/aointro.html)
This website, produced by the Library of Congress, presents an overview of African
American history beginning with the Atlantic slave trade and continuing through the 20th
century.
 Reconstruction: The Second Civil War
(http://www.pbs.org/wgbh/amex/reconstruction/)
This website, produced as part of the PBS series The American Experience, discusses
what happened to African Americans during the second half of the 19th century.
Websites related to the Harlem Renaissance

A Guide to Harlem Renaissance Materials
(http://www.loc.gov/rr/program/bib/harlem/harlem.html)
The Library of Congress offers this annotated collection of Library of Congress resources
related to the Harlem Renaissance, included digital materials collections, lesson plans,
learning page activities, and exhibits.

The Harlem Renaissance Collection
(http://165.29.91.7/classes/humanities/amstud/97-98/harren/HARREN.HTM)
This website provides a very brief historical overview of the time period and includes
links to noted leaders, writers, and entertainers.

Rhapsodies in Black: The Harlem Renaissance
(http://www.iniva.org/harlem/home.html)
This website describes the development of the Harlem Renaissance and noted examples
of art, poetry, and literature.

Harlem 1900–1940: An African-American Community
(http://www.si.umich.edu/chico/Harlem/)
This exhibition website, from the Schomburg Center for Research in Black Culture at the
New York Public Library, includes a timeline of the Harlem Renaissance.

Drop Me Off in Harlem: Exploring the Intersections
(http://artsedge.kennedy-center.org/exploring/harlem/)
This ARTSEDGE website explores the ways that different art forms and social
movements interacted and flourished during the Harlem Renaissance.
Jestice/English 3
Jacob Lawrence websites




From Jacob Lawrence: Exploring Stories (presented by the Whitney Museum of
American Art):
Meet Jacob Lawrence
(http://www.whitney.org/jacoblawrence/meet/index.html)
Jacob Lawrence's Art
(http://www.whitney.org/jacoblawrence/art/index.html)
Jacob Lawrence: Over the Line
(http://www.phillipscollection.org/research/over_the_line/index.html)

Over the Line: The Art and Life of Jacob Lawrence (presented by the Seattle Art
Museum Special Exhibition Gallery)
(http://www.seattleartmuseum.org/exhibit/exhibitDetail.asp?WHEN=&eventID=2923)

Remembering Jacob Lawrence
(http://www.pbs.org/newshour/bb/remember/jan-june00/lawrence_6-13.html)
William H. Johnson websites

The William H. Johnson Foundation for the Arts
(http://www.whjohnsongrant.org/whjohnson.html)

A Journey Through Art with W.H. Johnson (presented by the Smithsonian American Art
Museum)
(http://americanart.si.edu/education/johnson/index.html)

Rhapsodies in Black: William H. Johnson
(http://www.iniva.org/harlem/william.html)

Street Life, Harlem (by William H. Johnson, presented within the Encyclopedia
Smithsonian: Harlem Renaissance entry)
(http://americanart.si.edu/exhibitions/online/highlights/artworks.cfm?id=AA&StartRow=
31)

Mom Alice (by William H. Johnson, presented by American Art from the Howard
University Collection)
(http://www.founders.howard.edu/hucollection/JohnsonWilliamH1.htm)
Duke Ellington websites

Duke Ellington: Celebrating 100 Years of the Man and His Music
(http://dellington.org/)

PBS Biographies: Duke Ellington
(http://www.pbs.org/jazz/biography/artist_id_ellington_duke.htm)
Jestice/English 3

Duke Ellington 1899–1974: America's Jazz Ambassador
(http://library.thinkquest.org/10320/Ellingtn.htm)

Photograph of Duke Ellington (from the Library of Congress)
(http://lcweb.loc.gov/exhibits/odyssey/archive/08/0811001r.jpg)
Bessie Smith websites

PBS Biographies: Bessie Smith
(http://www.pbs.org/jazz/biography/artist_id_smith_bessie.htm)

Bessie Smith 1894–1937: Jazz Singer
(http://library.thinkquest.org/2667/Smith.htm)

Rock and Roll Hall of Fame and Museum: Bessie Smith
(http://www.rockhall.com/hof/inductee.asp?id=190)

Bessie Smith: Empress of the Blues
(http://www.library.csi.cuny.edu/dept/history/lavender/386/bsmith.html)
Langston Hughes websites

The Academy of American Poets: Langston Hughes
(http://www.poets.org/poets/poets.cfm?45442B7C000C0E01)

America's Story from America's Library: Langston Hughes
(http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/hughes)

I Hear America Singing: Profile of Langston Hughes
(http://www.pbs.org/wnet/ihas/poet/hughes.html)

A Centennial Tribute to Langston Hughes
(http://www.howard.edu/library/Reference/Guides/Hughes/)
Countee Cullen websites

Modern American Poetry: Countee Cullen
(http://www.english.uiuc.edu/maps/poets/a_f/cullen/cullen.htm)

The Academy of American Poets: Countee Cullen
(http://www.poets.org/poet.php/prmPID/55)

Countee Cullen
(http://www.afropoets.net/counteecullen.html)

Rendezvous with Life: An Interview With Countee Cullen
(http://newdeal.feri.org/magpie/docs/42winp19.htm)
Jestice/English 3
Rubric for Harlem Renaissance Project
Research Log placed in the front of the project (one per student): 50 points
1. Student included The Great Gatsby quotations
2. Student included one source from the PRHS data base.
3. Student included three additional internet sources.
4. Student included a Works Cited page in MLA format.
(10)
(10)
(10)
(20)
Visual and Exhibit backdrop: 75 points
1. Groups have included examples of artist’s work somewhere
on the exhibit in a visually pleasing and creative manner.
2. Backdrop includes strategically placed information
on artist and artist’s work.
3. Backdrop uses color, creativity, or symbols to
emphasize a theme of the Harlem Renaissance.
(25)
(25)
(25)
Written Explanation: 75 points
4. There is a written guideline on the exhibit itself or
somewhere nearby that explains influences on the artist’s work.
5. Written explanation is appealing to the reader
and contains pertinent information.
6. Written explanation is written in a creative voice but is also WELL-WRITTEN.
(25)
(25)
(25)
Interactive or Creative Component: 50 points
7. Groups have an interactive or creative component that enhances
understanding of their topic/artist
8. Creative component is not a distraction to the exhibit
9. Creative component shows time, effort, and research
Total
Comments:
(20)
(15)
(15)
250 points
Jestice/English 3
Harlem Renaissance Museum Project Group Contract
Return to Mrs. Jestice by February 14, 2017
Members in group
1.
2.
3.
Each member must select and complete his or her portion of the assigned
tasks. If a person fails to fulfill the contracted tasks, the group may elect to
oust the uncooperative member by approaching Mrs. Jestice with a well-stated
argument and consensus of the members. The expelled member will then be
responsible for all tasks pertaining to the selected project for an individual
project and grade. If any area of a group is left undone, the grade will apply to
ALL group members.
The group members have read and understand the above statements.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
Harlem Renaissance Project: We chose _____________________________________
Responsibilities: Visual Exhibit and Back drop, Interactive/Creative Portion,
Written Portion.
Of course you may all do all areas, simply dividing the tasks by research.
This means some of your research may overlap, but you are each responsible for
your own Research Log.
Jestice/English 3
Distribute the project responsibilities among the crew members.
Group Member
Responsible for . . .
(tasks)
Signature