American Literature Reading and Writing Workshop

Reading and Writing Workshop: Modernism (1914-1945)
Unit Overview:
This workshop focuses on exploring Modernist themes of alienation, disillusionment, fragmented identity, and the collapse of traditional values through the works of authors like F. Scott Fitzgerald, T.S. Eliot, Langston Hughes, and Tennessee Williams. Using public domain texts and guided reading and writing activities, students will engage deeply with Modernist literature and develop their writing skills in response.
Workshop Goals:
  • To analyze Modernist literature and its themes, including the American Dream, alienation, and fragmented identity.
  • To improve students’ ability to write in clear, coherent, and organized ways.
  • To understand how writers experiment with form and structure in response to the challenges of the early 20th century.
  • To develop writing that reflects understanding of literary themes and Modernist techniques.
Public Domain Texts:
  • F. Scott Fitzgerald: Excerpts from The Great Gatsby (available as public domain in certain sections).
  • T.S. Eliot: The Love Song of J. Alfred Prufrock and The Waste Land (excerpts).
  • Langston Hughes: The Negro Speaks of Rivers and I, Too.
  • Tennessee Williams: Excerpts from A Streetcar Named Desire (text available in portions for analysis).

Session 1: Introduction to Modernism and Alienation
Objective:
Students will explore the theme of alienation in Modernist literature, particularly focusing on T.S. Eliot’s The Love Song of J. Alfred Prufrock.
Activity:
  1. Reading:
    • Read The Love Song of J. Alfred Prufrock aloud in class. Discuss the mood of the poem and Prufrock’s feelings of alienation and disconnectedness.
    • Focus on specific lines that highlight his isolation, such as “In the room, the women come and go / Talking of Michelangelo.”
  2. Discussion:
    • Discuss the fragmentation of Prufrock’s identity and his inability to connect with others.
    • What does Prufrock’s alienation tell us about the broader sense of disillusionment in Modernist literature?
  3. Writing Response:
    • Ask students to write a short reflective piece in response to the poem. Prompts could include:
      • “How does Prufrock’s sense of alienation reflect the anxieties of the early 20th century?”
      • “In what ways does the poem express the theme of fragmentation of the self?”
  4. Peer Review:
    • Pair students to review each other’s reflections. Focus on how well each piece identifies and analyzes the theme of alienation, offering constructive feedback.

Session 2: The American Dream and Disillusionment in The Great Gatsby
Objective:
Students will explore the concept of the American Dream and its disillusionment in The Great Gatsby through key excerpts.
Activity:
  1. Reading:
    • Select an excerpt from The Great Gatsby, such as Nick Carraway’s description of Gatsby’s idealized version of the American Dream or the famous scene of Gatsby reaching out to the green light across the bay.
  2. Discussion:
    • Discuss how Gatsby’s pursuit of the American Dream is central to the narrative.
    • Examine how Fitzgerald portrays the failure of the American Dream through Gatsby’s character and tragic end.
  3. Writing Response:
    • Ask students to write an essay discussing the idea of the American Dream in The Great Gatsby. They should address:
      • How does Gatsby embody the American Dream?
      • In what ways does his story reflect the broader disillusionment of the 1920s?
  4. Peer Review:
    • After completing the essays, students will exchange them and provide feedback. Focus on clarity of argument, use of textual evidence, and understanding of the theme of disillusionment.

Session 3: Fragmentation in Modernist Poetry
Objective:
Students will examine the fragmented nature of Modernist poetry through an analysis of The Waste Land by T.S. Eliot.
Activity:
  1. Reading:
    • Read selected lines from The Waste Land, focusing on the poem’s fragmented structure and its various voices and perspectives.
  2. Discussion:
    • How does the fragmentation in the poem reflect the chaos and disillusionment of the post-World War I era?
    • Discuss the significance of the references to myths, cultures, and histories in the poem.
  3. Writing Response:
    • Ask students to write a creative response where they experiment with fragmentation in their own writing. Prompts could include:
      • “Write a short poem or prose piece that conveys a sense of disillusionment or the breakdown of society.”
      • “Incorporate fragmented images, disjointed thoughts, or multiple voices in your writing.”
  4. Peer Review:
    • Have students share their creative responses with a partner for feedback. Focus on how effectively they capture the fragmented nature of Modernism.

Session 4: The Harlem Renaissance and Modernism in Langston Hughes
Objective:
Students will examine Langston Hughes’ poetry to understand the intersection of Modernism and the Harlem Renaissance.
Activity:
  1. Reading:
    • Read Hughes’ poems The Negro Speaks of Rivers and I, Too. Discuss the themes of identity, resilience, and pride in the face of oppression.
  2. Discussion:
    • How do Hughes’ poems reflect Modernist themes of self-discovery and identity?
    • Discuss how Hughes’ work fits into the larger context of the Harlem Renaissance and the broader Modernist movement.
  3. Writing Response:
    • Ask students to write a response comparing Hughes’ work with the fragmented identity in Eliot’s Prufrock. They should explore:
      • How do both poets address the theme of identity?
      • How do Hughes’ poems offer a sense of hope or pride in contrast to the alienation in Eliot’s work?
  4. Peer Review:
    • After completing the essays, students will exchange their work with a classmate for feedback, focusing on the strength of their comparisons and the use of evidence from the poems.

Session 5: Theatrical Modernism and A Streetcar Named Desire
Objective:
Students will analyze themes of identity and disillusionment in Tennessee Williams’ A Streetcar Named Desire.
Activity:
  1. Reading:
    • Select a key scene from A Streetcar Named Desire (e.g., Blanche’s confrontation with Stanley).
  2. Discussion:
    • Discuss how Blanche’s identity is fragmented and how she is disillusioned by her own past and the realities of her life.
    • How does Williams use symbolism and stage directions to enhance the themes of the play?
  3. Writing Response:
    • Students will write an analysis of Blanche’s character, focusing on how her past affects her sense of self and how her identity unravels throughout the play.
    • Consider how Modernist themes of alienation and disillusionment are reflected in her character.
  4. Peer Review:
    • Pair students to review their essays, providing feedback on clarity of argument, textual analysis, and thematic understanding.

Final Reflection and Writing Project
​Objective:
To synthesize the unit’s themes and texts into a final reflective essay.
Activity:
  1. Essay Assignment:
    • Write a final essay discussing the representation of alienation, identity, or the American Dream in one or more of the texts studied during the unit. Students should incorporate references to The Great Gatsby, The Love Song of J. Alfred Prufrock, I, Too, and A Streetcar Named Desire.
  2. Reflection:
    • Students should reflect on how Modernism challenged traditional literary forms and themes, especially in response to the cultural and historical upheavals of the early 20th century.

End-of-Unit Assessment:
Students will submit their final essays, demonstrating their understanding of Modernism through textual analysis, reflection, and engagement with the writing process.
This reading and writing workshop will deepen students’ understanding of Modernist themes while helping them refine their analytical and creative writing skills.
Proudly powered by Weebly