ADorado

Amanda Dorado Dr. Coiro EDC 448 26 October 2010 Annotated Text Set This text set is designed to be used in a heterogeneously grouped 11th grade English Language Arts classroom. The topic of study is focused on famous African American writer Langston Hughes. A brief biographical study will be completed that exemplifies the impact his background had on his literature. In addition to a biographical study, a study of Hughes’ impact on the Harlem Renaissance will be touched upon. The materials presented allow for students of the appropriate reading level and students below the appropriate reading level ability to access and understand the readings. The following texts will provide information and facts to engage the students in interpreting Langston Hughes role as an African American writer. For the students who are below the appropriate reading level, they will be supported with the online interactive resources, pictures, and online audio clip.
 * Topic: ** Author Study of Langston Hughes
 * Context for using the text set: **
 * A. Print Resources:

** Text # 1: Short Story · Citation: Hughes, L. (1990). Father and son. In A. Knopf (Ed.), //The ways of white folks// (pp. 207-255). New York, New York: Vintage Books, a division of Random House. · Text summary: “Father and Son” is a short story about a white plantation owner and his black servant who is his mistress for thirty years. The two share five children together. This story is focused on how the white father denies his mixed children. He treats them as if they are workers on his plantation. All of his children struggle with identity and the fight for their father’s approval. His one son in particular, dies attempting to force his father to at least admit he is his son. · Rationale: I selected this text because it provides an example of Hughes’ literature. It represents one of the main themes that is reoccurring throughout his work. It also is influenced by Hughes’ background and past. · Use of text: Students will use this text as an example of Hughes using his background as an influence on his work. They will compare and contrast elements of Hughes’ upbringing with the story. · Attachment: I have not attached the story due to its length of 48 pages. Text #2: Short Story · Citation: Hughes, L. (1990). Red-headed baby. In A. Knopf (Ed.), //The ways of white folks// (pp. 125-133). New York, New York: Vintage Books, a division of Random House. · Text summary: In the short story, “Red-Headed Baby” a white sailor re-visits a black prostitute who he had an encounter with in the past. Upon his return he sees a mixed child with red hair who appears to look just like him. His reaction to the birth of his child with a black woman is the focus of the story. · Rationale: I selected this text because it is an example of how white society reacts to interracial couples and babies. This story is also influenced by Hughes’ own personal background. · Use of text: Students will use this text as another example of Hughes’ past influencing his stories. Students can use this text as another example when comparing and contrasting elements of Hughes’ past and the examples in the story. · Attachment: I have not attached the story due to its length of eight pages. Text #3: Timeline · Citation: Alchin, L. (2006, September 20). //Langston hughes timeline//. Retrieved October 19, 2010 from History Timelines at http://www.history-timelines.org.uk/people-timelines/23-langston-hughes-timeline.htm · Text summary: This text is an organized timeline of important dates in the life of Langston Hughes. It provides some personal background information but mainly points out most of his accomplishments. It also includes dates of when some of his literature was published. · Rationale: I selected this text because it provides a list of important dates in the life of Langston Hughes from his birth until his death. This will give students an idea of his background and the important works he has published. · Use of text: Students will use this text as a reference to important dates in Langston Hughes’ life. They can refer back to this piece when comparing and contrasting Hughes’ life with the instances that occur in the stories. It also gives them an idea as to when specific pieces of work were published. · Attachment: This article is attached and listed as A #3 Text #4: News Article · Citation: [n.a.]. (2000, April 24). //Langston hughes: A renaissance man.// Retrieved October 19, 2010 from America’s Library Website at http://www.americaslibrary.gov/aa/hughes/aa_hughes_subj.html · Text summary: This article briefly goes over Langston Hughes’ influence during the Harlem Renaissance. It also discusses the art forms that influenced him as a writer. · Rationale: I selected this text because it incorporates both Langston Hughes and The Harlem Renaissance. It exemplifies how one went with the other. · Use of Text: This text will be used to show the students how Hughes and the Harlem Renaissance went together. It is a way for them to develop an understanding as to how one event can lead to another event. · Attachment: I have not included this text due to its length of seven pages. Text #5: News Article · Citation: Shrader, K. (2005, May). //Harlem renaissance poetry//. Retrieved October 20, 2010 from World Class Poetry at http://www.world-class poetry.com/Harlem_Renaissance.html · Text summary: This article contains a description of the Harlem Renaissance. It explains the reasons for its occurrence and the art forms that were created by it. It contains visual graphics that explain influential people and the legacy of the cultural movement. Additionally, it contains a link bringing the reader to a biography on Langston Hughes. · Rationale: I selected this text because of its detailed description of the Harlem Renaissance. In full detail explains the cultural movement and why it began. It provides examples of the movement’s art forms, different influential people, and the impact the movement had on society. · Use of text: Students will use this text to formulate an understanding of the Harlem Renaissance, what it was and what it did. This article also reinforces the students understanding of Hughes’ role in the movement. · Attachment: I did not attach this article due to its length with combination of both links. Text #1: Online Audio Clip · Citation: Swaim, D. (Director). (1988, November, 19). Interview with arnold rampersad about langston hughes [Radio series episode]. In (Executive producer), //Don Swaim's CBS Radio Studio//. New York: CBS. · Text summary: Arnold Rampersad, author of //The Collected Poems of Langston Hughes//, //The Big Sea//, and a series of books called //The Life of Langston Hughes//, speaks with Don Swaim about Langston Hughes' life. They discuss Hughes’ background and compare it to his stories. · Rationale: I selected this text because it provides more evidence to the idea that Langston Hughes’ stories were influenced by his past. · Use of text: Students will be able to use this text to reinforce the idea that Hughes’ stories were influenced by his background. · Attachment: I did not attach this interview because it is a sound clip. Text #2: Picture · Citation: Taylor, P. (1931, November). Scottsboro limited. Dedicated to Langston Hughes. African American Odyssey, Library of Congress · Text summary: This picture is a dedication to Langston Hughes as an influential person. This picture represents a group of African Americans on a boat sailing away. They are looking upward and forward, symbolizing hope and future. · Rationale: I selected this text because it symbolizes Langston Hughes as an influence of culture. It shows that he was seen as a voice for his fellow African Americans. He also inspired people of all races to write, draw, play, and sing. This group of people can be seen as dedicating their work to him. · Use of text: Students can use this text to incorporate what they have just learned about Langston Hughes. The students can practice the act of interpreting a picture and applying it to information that they know. · Attachment: The picture is attached and labeled as B #2. Text # 1: Website Activity · Citation: [n.a.]. (2010). //Bio-cube.// Retrieved October 18, 2010 from Read Write Think at http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html · Text summary: Bio-Cube is an interactive activity for students. It is a great activity for summarizing and organizing information. Bio-Cube is a way for students to develop an outline of a person whose biography or autobiography they have just read. It asks students to provide information describing the person’s background, personality and significance. · Rationale: I selected this text because it as a fun activity to help the students organize the information they have just learned. Instead of writing a paper on what the students learned on Langston Hughes they will complete this activity. It is more interesting and will help them apply different information to different areas. · Use of text: The students will complete the bio-cube and print out a completed copy. · Attachment: I have not attached a copy due to the number of slides. Text # 2: Themed Informational Websites with Interactive Elements · Citation: [n.a.]. (2010). //Zora neale hurston and langston hughes & the harlem renaissance writers.// Retrieved October 18, 2010 from American Writers at http://www.americanwriters.org/writers/hughes_hurston.asp · Text summary: This text provides a brief biography of Langston Hughes. It also provides a brief list of a few of Hughes’ published pieces of literature. Additionally, there are links to videos that students can look at that explain the influences the Harlem Renaissance had on society. The video also discusses Langston Hughes’ role in the Harlem Renaissance. · Rationale: I selected this text because it has two sources of information. It has a written explanation discussing the life of Langston Hughes. To back that up it provides a video that discusses in further detail the life of Langston Hughes and how his life played a part in the Harlem Renaissance. · Use of text: Students will read this text and watch the video to further extend their knowledge of Langston Hughes’ life and the Harlem Renaissance. It gives another interpretation of Hughes’ life in comparison to his work, and how he influenced the Harlem Renaissance. · Attachment: I have attached one section of the written piece on Hughes. It is labeled C #2. Text #1: Quality Lesson Plan · Citation: Byrnes, D. (1997, December). //Langston hughes mini unit//. Retrieved October 18, 2010 from Department of Elementary Education Utah State University at http://teacherlink.ed.usu.edu/tlresources/units/byrnes-famous/hughes.html · Text summary: This lesson plan is designed to teach Langston Hughes and his poetry. The objectives of this lesson plan are for the students to be able to find similarities between Hughes’ poetry and music, identify Hughes’ writing style, understand the contributions he made to society, understand how his life influenced his work, how he influenced society, and explain the meanings of some of his poems. · Rationale: I selected this text because a few of the objectives were similar to a few of the objectives that I have in mind for my lesson. I want my students to be able to identify the similarities between Hughes’ life and the situations he describes in his stories and understand his influence in the Harlem Renaissance and on African American culture in general. · Use of text: As a teacher I will use this text for ideas for activities and objectives. It was a different viewpoint on how to set up a lesson on Langston Hughes. It gave me different ideas on how to approach different sections of the lesson plan. I plan on using the idea of having the students create a Venn diagram to discuss the similarities and differences between Hughes’ personal life and his stories. · Attachment: I have provided a printed copy and it is labeled as D #1. By incorporating all of these texts together my students will be able to differentiate the differences and recognize the similarities between Hughes’ life and his stories. Students will be able to read and analyze different pieces of literature and apply the similarities and differences to a common theme. Each text either described Hughes’ life, his work, and the combination of the two in the Harlem Renaissance. These resources all relate to the history of African American literature and culture. Each resource contributed to the overall objective of the lesson. The objective of this unit is to have the students have a full understanding of how Langston Hughes’ background influenced his writing and how he and his writing influenced the Harlem Renaissance. Core Standards for Reading Informational and Literary Texts -Standards for the Range and Content of Student Reading D. Range: Students must be able to **read a variety** of literature, informational texts, and multimedia sources in order to **gain the knowledge** base they need for college and career readiness. Core Standards for Reading Informational and Literary Texts -Standards for Student Performance 1. Determine both what the text says explicitly and what can be **inferred** logically from the text. 2. Support or challenge assertions about the text by **citing evidence** in the text explicitly and accurately.
 * B. Media Resources: **
 * C. Online Interactive Resources: **
 * D. Instructional Resources **
 * Using these texts together in the classroom ** :
 * Learning Objectives: **