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Harlem Renaissance Poetry Analysis Activity

Engage in detailed analysis of Harlem Renaissance poems by Bontemps, McKay, Cullen. Explore metaphors, speaker's imagery, social context. Develop graphic organizers, discuss, write responses. Enhance understanding of cultural movements through poetry.

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Harlem Renaissance Poetry Analysis Activity

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  1. Bell Ringer 1/31 • Please get out your books and your Arna Bontemps handout. • What is the extended metaphor that Bontemps uses in this poem? • Discuss with someone sitting near you.

  2. Bell Ringer 1/31 • Please get out your books and your Claude McKay Graphic Organizer (“The Tropics in New York”). • Take the first 10-15 minutes of class to complete this graphic organizer and write the paragraph response on the back. • What can you learn about the speaker in Claude McKay’s “The Tropics in New York” by examining the poem’s imagery? • 2, 3

  3. Bell Ringer 1/31 • Please get out your books and turn to pg. 937. • Read through the poem. • Is there anything in the poem you don’t understand (words, phrases, images)? • Be ready with questions at the beginning of class. • 4

  4. Bell Ringer 1/31 • Please get out your books and your Countee Cullen handout. • Answer the following questions with a person sitting near you: • What is an extended metaphor? • What two things should be present when creating a metaphor? • 7

  5. Bell Ringer 1/31 • Please get out your books and turn to pg. 934. • Read the three author biographies on this page and answer the first question on your Countee Cullen handout. • 9

  6. English III • EQ: How can we give strong and thorough evidence for our inferences and conclusions about the poetry of the Harlem Renaissance? • Agenda • Bell Ringer/Discussion • Agenda/EQ • Langston Hughes (4 Poems) • Read Poetry/Create Graphic Organizers • Claude McKay (1 Poem) – Bio (pg. 924) • Read Poetry/Create G.O./Short Essay • Poetry Vocabulary • Social Context: Author Biography (pg. 934) • Reading Cullen, Bontemp, & Toomer (3 Poems)

  7. Claude McKay • Make the same graphic organizer that you made for Langston Hughes (see board). • Turn to pg. 930, “The Tropics in New York” by Claude McKay. • Analyze the poem (conclusions about speaker, proof from text, imagery) on the front of the graphic organizer. • On the back, answer the following question with a paragraph: • What can you learn about the speaker in Claude McKay’s “The Tropics in New York” by examining the poem’s imagery? • Use quotes from the poem to support your main idea. • Be thorough – use multiple quotes from throughout the poem. (3 quotes, 1 from each stanza) • Make sure you explain all proof so that any reader could understand your points.

  8. Poetry Vocabulary • Metaphor: an implied comparison between two seemingly dissimilar things used to make writing more vivid and meaningful. • Extended Metaphor: elaborate, lengthy comparison developed throughout the course of a poem. • Social Context: the attitudes and customs of the culture in which the writer lived.

  9. Bell Ringer 1/31 • Please get out your Multiple Plotline Prompt Responses. • This is our second (and last) day writing. • If you do not finish in class, it will be homework for the weekend. • We will be reading these in class on Monday (not all of them – we’ll take 5 randomly).

  10. Creative Writing • EQ: How do authors use pace and sequence to build a vivid, engaging, coherent story that works towards a particular tone and outcome? • Agenda • Bell Ringer/Discussion • Agenda/EQ • Multiple Plotline Prompt Responses • Writing in Class

  11. Multiple Plotline Example • Write a story about a town where items (large or small) keep disappearing and reappearing and only two people seem to notice. • Create a story with 2 plotlines • Each plot needs it own dramatic structure and conflicts. • Eventually the plotlines should merge and resolve together. • Length: 2 pages front and back • Use transitions between plotlines • Keep your writing appropriate

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