Keeley Library
| THINKING
SKILLS: INTEGRATING LIBRARY RESOURCES WITH
LEARNING OBJECTIVES
Keeley Library |
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African American Literature |
NUMBER |
OBJECTIVES |
| Keeley Library Resources : Click on the Internet Links in the First Column on the Left. | ||
| Presentations
Report Biography United States History
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LA 3
History Link
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CONTENT:People
of Color
Deliver formal oral presentations using clear enunciation, gestures, and organization appropriate for a particular audience. PERFORMANCE:End product: Report on a Person of Color Students will write a report and give an oral presentation on a person of color. |
| Language
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LA 4
History Link |
CONTENT:Negro
Dialect
Identify and use correctly in all content areas, idioms, cognates, words with literal and figurative meanings, andpatterns of word changes that indicate different meanings or functions. Use dictionaries or related references. Define new words from context and use new vocabulary in writing assignments. PERFORMANCE: End Product-Choose a word from a dialect and decide meaning or shades of meaning. Students will choose a word from a favorite literary passage and study the word for synonyms, shades or meaning |
| Language
English language United States History Civil War, Reconstruction, African-Americans Social Sciences see sections on Ethnic Groups
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LA 6 | CONTENT: Negro
Dialect-Secret Code, Ignorance, or Both?
Students will analyze when differences between standard and non-standard English are a source of negative or positive stereotypes among social groups. Students will evaluate the role of dialects and their impact on American culture. PERFORMANCE: End product-Discussion and Essay tests Students will analyze the dialects in works such as Roots, Autobiography of Miss Jane Pitman, and Their Eyes Were Watching God. Students wlll consider the impact of dialect on American culture and the stereotyping of social groups. |
| Literature
American Literature African-American Literature Authorship
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LI 8 | CONTENT: Allusions
in African American Literature
Students will use their knowledge of literary allusions to understand their meaning when used in other literary works. Students will evaluate the effectivenss of an author's use of allusiojns. PERFORMANCE:End Product-Discussion of 3 African American Novels, and Essay tests. Students will use their knowledge of literary allusions to understand their meaning when used in other literary works. |
| United
States History
African-Americans Focusing Using Graphic Organizers Information Gathering,Summarizing Note Taking Rubrics Discussions, Debates Essays
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LI 9
Link Social Studies |
CONTENT:Apology
for Slavery
Identify and describe the essential ideas in what they have heard, read, or viewed, by using the focusing, planning, monitoring, and assessing strategies that they have found most effective in helping them learn from a variety of texts. Analyze, evaluate, and synthesize the essential issues or ideas in a literary work. Evalute assessment strategies for effectiveness. PERFORMANCE:End Product-Essays, Discussion Students will present essays evaluating which strategies were effective for them in learning to draw conclusions from a variety of texts, lectures and films. |
| Themes,
Genres
Focusing Using Graphic Organizers Authorship Essays Discussions, Debates
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LI 11 | CONTENT:A View
of Black Life
Apply knowledge of the concept that the theme or meaning of a selection represents a view of life or a comment on life and locate evidence in the text to support their understanding of a theme. Identify the theme of a literary work and write a formal essay supporting it with evidence from the text. PERFORMANCE: End Product-Essay and Discussion Students will write a formal essay identifying the theme of a literary work such as The Color Purple, Autobiography of Miss Jane Pitman, Malcolm X, Their Eyes Were Watching God.They will recognize the comments on life common to the four novels. |
| Fiction
Irony, Satire Authorship Novel Short Story Essays Report
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LI 12 | CONTENT: How
Point of View, Irony, Characterization, Are Used to Tell an Unknown Story
Analyze, evaluate and apply knowledge of how authors use such elements of fiction as point of view, characterization, and irony for specific rhetorical and aesthetic purposes. Evaluate the effectivensss of an author's use of point of view in a novel of short story. Analyze and evaluate an author's use of irony. Write a paper which effectively employs the use of irony. PERFORMANCE: End Product-Essay, Discussion Students will analyze, evaluate the events, point ov view, characterization and irony in Shaka Zulu and Tuskegee Airmen. |
| Focusing
Using Graphic Organizers Authorship Essays Discussions, Debates
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LI 13 | CONTENT: What
Do You Know about Malcolm and Maya?
Analyze, explain and evaluate how authors use the elements of non-fiction to achieve their purposes.Explain how the elements of non-fiction relate to an author's purpose. PERFORMANCE: End Product-Essay and Discussions Students will analyze the Biography of Malcolm X , and I Know Why the Caged Bird Sings. Students will explain each author's purpose and evaluate how well the authors achieved their purpose. |
| Literature
American Literature Language Poetry Focusing Using Graphic Organizers Symbolism, Imagery Irony, Satire
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LI 14 | CONTENT: Poetry
of Langston Hughes
Students will analyze and evaluate in poetry the appropriateness of diction, imagery, and figurative language, including understatement, overstatement, irony and paradox. Students will analyze how imagery ,diction ,and/or figurative language enhances the mood and tone of a poem. PERFORMANCE: End Product-Students will become acquainted with the poems of Langston Hughes. Students will examine different poesm to explore the difference between the figurative and the literal , and discuss the rythm, rhyme and imagery in the poems. |
| Language
Literature American Literature AfricanAmerican Literature Authorship Scriptwriting Themes, Genres Drama Symbolism, Imagery
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LI 15 | CONTENT: How
Negro Dialect Advances the Theme of the Book.
Students identify how the author or scriptwriter's use of words creates tone, and mood, and analyze and evaluate how the choice of words advances the theme or purpose of the work. Analyze the elements of a particular work of literature and evaluate the author's choice of language and sentence structure and their effectiveness in advancing the theme PERFORMANCE: End Product- Discussion, Character Sketch, Skit- Students will become acquaintred with Zora Neale Hurston's Writings about Literated Women. Students will compose essays in which they analyze and compare figurative language in a variety of selections from the works listed. Students will analyze the elements of a particularv work of literature and evaluate the author's choice of language and sentence structure and their effectiveness in advancing the theme. |
| Customs,
Folklore
Mythology Language Literature American Literature African-American Literature Discussions, Debates
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LI16 | CONTENT: Black
Folklore
Analyze and evaluate how the authors over the centuries have used archetypes drawn from myth and tradition in literature, film, religious writings, political speeches, advertising and or propaganda. Compare and contrast archetypes from myths and narratives from different cultures and geographic regions. Analyze why myths endure. PERFORMANCE: End Product-Discussion of origin of folk expressions about slaves and their experiences. Students learn how myths and narratives enabled captured Africans to make sense of their new world and express their fears and hopes to one another. |
| Ethics
Philosohy Political Science Report Discusssion,..Argumentative Eassay Journalism Literature American Literature African-American Literature Authorship United States History
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LI 17
History LInk |
CONTENT:Whose
point of view?
Studens analyze the moral and philosophical arguments presented in novels, film, plays, essays, or poesm. Students analyze an author's political ideology, as portrayed in a selected work or collection of works, or archetypal patterns found in works of literature or non-fiction. PERFORMANCE: End Product-Position Paper and News Story about an Opposing Point of View. Students will present a position paper and a news story analyzing and evaluating an author' moral and philosophical argument from another character's point of view. |
| Drama
Authorship Scriptwriting Television Production Broadcasting Team Project United States History African-Americans Civil War, Reconstruction
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LI 18
History LInk |
CONTENT: Original
Performance
Students demonstrate understanding of the functions of playwright director, producer, technical designer, and actor by writing, dirtecting, designing and/orv acting in an original film. Students will write, produce and perform in an original play with classmates. PERFORMANCE: End Product-Original Play and Discussion Students will research one of the incidents discussed in class ;and write, produce and perform an original play with a group of classmates. |
| Essays
Discussions, Debates Focusing Note Taking Information Literacy Using Graphic Organizers Documenting Sources United States History African-Americans Civil War, Reconstruction |
C 19
History LInk |
CONTENT: Apology
for Slavery?
Students write coherent compositions with a clear focus and adequate detail, and explain the strategies they used togenerate and organize their ideas. Students evaluate effectivensss of the strategies used togenerate and oreganize ideas. PERFORMANCE:End Product-Essay and Discussion Students write a coherent persuasive essay about an apology for slavery. |
| Reports,
Research
Discussions, Debates. Persuasion Focusing Note Taking Information Literacy Using Graphic Organizers Documenting Sources United States History African-Americans Civil War, Reconstruction United States History |
C 23
History LInk |
CONTENT: Monument
to Slavery
Students use their own questions, notes, summaries, and outlines to deepen learning across disciplinary areas. Students use self-generated questions, summaries and outlines to enhance learning. Students integrate learning across disciplines. PERFORMANCE: End Product-Position Paper Students will use their notes , questions ,summaries, to write a position paper on the possibility of a monument to slaves |
| Web
Site Evaluation
Using your library card to access books and online databases Finding Your Way in the KeeleyLibrary Library Classification Systems Library Floor Plan Library Do's and Dont's Citations, Abstracts, Full-Text. Biography African-Americans Civil War, Reconstruction United States History See also Multicultural Section on African Americans in theU.S. History Reference Section |
M 26
History LInk |
CONTENT:Use Electronic
Media for Research
Students select appropriate electronic media for research and evaluate the quality of information obtained. Research a topic independently using a variety of media. Evaluate the qualiity of the information obtained. PERFORMANCE: Informatrion found through research will be used for Essays, Discussions and Original Plays Studentrs will use the Internet to research a person of color, and then check the reliability of information found using autobiographies and other sources. |
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Jane Constant, Reference Librarian
Keeley Library, B.M.C.Durfee High School
of Fall River
September, 1978 to June, 2001