Unit+5+Emerging+Modernism

Unit 5: Emerging Modernism

Overview:

 * It traces the emergence of American modernism, including some literature from World War I, and tracks the literature of “disillusionment” that followed the war. Students explore Robert Frost’s vision of nature as modernist rather than transcendental in its perspective. They identify the alienation of the modern man and the tensions that are embedded in the modernist works of F. Scott Fitzgerald and Ernest Hemingway. The works of Countee Cullen, Langston Hughes, and Zora Neale Hurston illustrate the breadth of the Harlem Renaissance literary movement. Informational and critical texts enrich the students’ analysis of the texts.


 * **RL.11-12.1:** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * **RL.11-12.6:** Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
 * **RI.11-12.1:** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
 * **W.11-12.4:** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
 * **SL.11-12.5:** Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * **L.11-12.6:** Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Suggested Student Objectives:
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 * Define and explain the origins of the Harlem Renaissance.
 * Explore the relationship between historical events and literature as they emerge in the works of Harlem Renaissance poets and authors.
 * Define and explain “The Lost Generation,” noting experimental aspects of some works.
 * Note the relationship between themes in early twentieth century American literature and nineteenth century American thought.
 * Identify modernist ideas (using the informational text).
 * Analyze the relationship between modernist style and content.
 * Examine evidence of the alienation of “modern man.

** SUGGESTED TEXTS: ** Novels: // - Their Eyes Were Watching God //(Zora Neale Hurston) - //The Great Gatsby// (F. Scott Fitzgerald) - //As I Lay Dying// ( William Faulkner) //-// //A Farewell to Arms// (Ernest Hemingway) //- The Pearl// (John Steinbeck) - //Of Mice and Men// (John Steinbeck) //-// //Winesburg, Ohio// (Sherwood Anderson)

Short Stories: // - //"A Rose for Emily" (William Faulkner) - "Hills Like White Elephants" (Ernest Hemingway) - "The Snows of Kilimanjaro" (Ernest Hemingway) - "A Clean, Well - Lighted Place" (Ernest Hemingway)

Poetry: - "Yet Do I Marvel" (Countee Cullen) - "The Road Not Taken" (Robert Frost) - "The Love Song of J. Alfred Prufrock" (T.S. Eliot) - "Richard Cory" (E.A. Emsley) - "The Negro Speaks of Rivers" (Langston Hughes) - "Conscientious Objector" (Edna St; Vicnent Millay) - "Grass" (Carl Sandburg) - "Poetry" (Marianne Moore) - "Domination of Black" (Wallace Stevens) - "The Silent Slain" (Archibald MacLeish) Drama:

- "Piano Lessons" - August Wilson

Nonfiction:

- "The Solitude of Self" (Elizabeth Cady Stanton) (Speech - February 20, 1892) - "If Black Isn't a Language, Tell Me What Is?" (James Baldwin) - "The Great Gatsby and the Twenties" (Ronald Berman) - "//A Farewell to Arms//: The Impact of Irony and the Irrational" (Fred H. Marcus)