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"Thank You, Ma'm" Literary Analysis

Learning Module

Abstract

This unit guides sixth grade students through a literary analysis using Langston Hughes' "Thank You, M'am," focusing on how elements of character and style inform the theme of the text.

Keywords

Theme, Literary Analysis, Middle School, Characterization

1. Introduction & Skill Review

Student Content

In this unit of study, we will be focusing on a single fiction text, "Thank You Ma'm" by Langston Hughes. In this unit you will:

  1. Read and listen to the entirety of "Thank You Ma'm."
  2. Demonstrate comprehension of the text by completing a short assessment with 80% accuracy or higher.
  3. Identify elements within the text that explain character.
  4. Demonstrate an understanding of Hughes' style throughout the text.
  5. Make connections between the text and its historical time period of the Harlem Renaissance.
  6. Identify and support a theme from the text.
  7. Compose, revise, and defend an analysis of the text and its impact on the reader.

As always, you will be working alongside your classmates to complete the work. Collaboration is largely encouraged, and providing feedback to peers about their work throughout is required.

Before we begin, there are quite a few skills listed above that you need to be able to do independently in order to be successful. Below are resources for your review about character, characterization, author's style, literary tone, identifying theme, and composing informational paragraphs. When you feel as though you've gotten what you need from the resources, take the survey/quiz attached to the update. You may have adjusted responsibilities in the unit based on your score, so please take your time and do your best! Your teacher will touch base with you about your scores and your responsibilities for further study once you've finished.

Character:

Media embedded October 20, 2019

(Educational Tutorials, 2016)

Characterization:

The difference between direct & indirect characterization (PEDIAA, 2017)

​

Author's Style:

Media embedded September 29, 2019
Media embedded October 9, 2019

(Lincoln learning solutions, 2017)

Theme:

  • Theme (The literary, n.d.)
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Media embedded October 9, 2019

(Johnson, 2014)

Survey Link

Teacher Content

In Language Arts, analysis of fiction texts is a cornerstone skill. The concepts of detailed analysis are introduced at the beginning of the sixth grade curriculum. This unit is designed to take place after that introduction, once students have had an opportunity to practice with the skills in isolation. These updates can be completed in sequence to offer continued, personal skill practice; they may also be posted in batches with student completion rules determined by readiness. Not every student may need all of the practice in each update. 

Additionally, the text, "Thank you, Ma'm" was chosen deliberately for its unique combination of length and complexity. Students can revisit the text multiple times throughout the unit to gain new understanding without spending a disproportionate amount of time reading and rereading instead of analyzing. Another text that could also work is "Eleven" by Sandra Cisneros; "Seventh Grade" by Gary Soto or "The First Day of School" by RV Cassill would also work but are lengthier, and should be considered for able/willing readers with stronger time management skills.

This unit has been designed for sixth grade ELA students performing at grade-level. Suggestions for extension/acceleration and reteaching/modification are made on each update as appropriate.

Given 45-minute class periods, this unit should take between 8 and 10 classes. 

CCSS Addressed throughout the unit:

  • CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • CCSS.ELA-LITERACY.RL.6.3 - Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
  • CCSS.ELA-LITERACY.RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
  • CCSS.ELA-LITERACY.RL.6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
  • CCSS.ELA-LITERACY.W.6.1 - Write arguments to support claims with clear reasons and relevant evidence.
  • CCSS.ELA-LITERACY.W.6.1.A - Introduce claim(s) and organize the reasons and evidence clearly.
  • CCSS.ELA-LITERACY.W.6.1.B - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  • CCSS.ELA-LITERACY.W.6.1.C - Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  • CCSS.ELA-LITERACY.W.6.1.D - Establish and maintain a formal style.
  • CCSS.ELA-LITERACY.W.6.1.E - Provide a concluding statement or section that follows from the argument presented.

This first update provides students with a roadmap of the unit as well as resources for all of the skills that will be covered. The survey/quiz that is attached should be used to determine student readiness for the unit and inform teacher instructional decisions during class time throughout the unit.

2: "Thank You, Ma'm" Close Read

Student Content

In this update, you will:

  • Make predictions about the text using two alternate cover images for the story.
  • Read and listen to the story "Thank you Ma'm."
  • Create a comment about which cover image you feel works best for the story and why (after reading).
  • Work collaboratively to identify the impact that the story's "twist" has on the reader.

I. Cover Art

Before we read the story, let's look at two options for the covers of the story. Look at the two images below and make a list for yourself or with a partner of your expectations for the story based on these images. Which do you predict gives more information about the plot of the story? Which image do you prefer? Hang onto your notes for after reading!

(Thank You M'am, n.d.)
(Blue Suede, n.d.)

II. Reading the Text

The text of "Thank you Ma'm" is available here (Hughes, n.d.). Consider following along with the audio below as you read. Read the text twice before moving to step III.

Media embedded September 29, 2019
Media embedded October 9, 2019

(Dalusung, 2016)

Before moving on, consider the following questions. If you can't answer them all, check in with your teacher before you move on!

  1. What is the setting of the story?
  2. What is the boy's name?
  3. What happens when he tries to steal the woman's purse?
  4. What is the woman's full name?
  5. Why does the boy go with her to her apartment?
  6. Why does the boy sit so that the woman can see him?
  7. What do they eat for dinner?

III. Revisiting the Cover Art

Comment on this update with your thoughts on which cover art example in Step I is a better cover now that you've finished the story. Include details from the text and your own opinions in your explanation. Feel free to comment on others' comments offering respectful and constructive feedback on their ideas.

IV. Collaborative Twist Impact

​With your assigned group of peers, create an update that explains the impact that Mrs. Jones giving Roger the money and the two never seeing each other has on the reader. Consider what this action says about Mrs. Jones and what it says about Roger. Discuss the emotion you felt as a reader at the end of the text. Were you all on the same page? Do you think the author, Langston Hughes, intended for you to feel that way? 

Comment on at least one other update with clarifying thoughts or questions.

Teacher Content

In this update, students will read and listen to "Thank You Ma'm" by Langston Hughes. They will have multiple ways to demonstrate their understanding of the story, and all students will need to demonstrate this understanding by posting a comment on the update for teacher review. Then, groups will post an update that analyzes the central conflict in the text and the consequences of Mrs. Jones' unexpected reaction.

Suggestions:

  • Offer a printed copy of the text to any student who wants it. Consider having students read the comment/update requirements before reading so they can mark up the text as they read.
  • While there is audio provided, some students may prefer to read it aloud to each other or have the teacher read. 
  • Consider deliberately grouping students whose comprehension of the text is low to facilitate a small-group work setting with the teacher when creating the update. 
  • Encourage students/groups whose updates are excellent to play devil's advocate in the comments. What would have changed if Mrs. Jones had done as the reader expected?

CCSS Addressed:

  • CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • CCSS.ELA-LITERACY.RL.6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

3. "Thank You, Ma'm" Character Study

Student Content

In this update, you will:

  • Identify examples of direct and indirect characterization of Roger or Mrs. Jones in "Thank You Ma'm"
  • Create an update that summarizes your ideas on the character you've chosen.

I. Characterization

​Remember, authors use characterization to help us become more interested in the characters in a text. An author can use direct characterization to literally tell us what they want us to know about a character, or indirect characterization to show us things about a character through their thoughts, actions, and relationships to others.

You will choose either Roger or Mrs. Jones for this activity. Either on a Google Drawing or a piece of paper, create a large donut. In the center hole, write/type the character's name. On the actual donut, identify at least 5 quotes from the text that showed you something about the chosen character (beyond what was said directly). Ouside the donut, explain what the quote you've chosen helped you to understand.

Use this organizer to give you an idea of how to set yours up (Describing Wheel, n.d.).

II. Relationship between Characters

Once your organizer is finished, look for examples of interactions between Roger and Mrs. Jones. How often were your quotes from the text ones that showed the two of them? Why does Langston Hughes use the interactions between the two to show us more about their character? Discuss this with another classmate.

("Mrs. Jones," n.d.)

III. Create an Update

Create an update that summarizes what you've learned about your chosen character. Include toe following:

  • whether you learned more about the character directly or indirectly
  • what the character's relationship to the other major character is
  • whether this character is the most important character in the text

Comment on at least two classmates updates who chose the character you did not. Offer additional quotes or insights to strengthen their analysis.

Teacher Content

In this update, students will analyze either Roger or Mrs. Jones from "Thank You Ma'm." They will post an update with a summary of their findings on the character, and comment on the posts of students who chose to focus on the other character.

Suggestions:

  • Guide students whose skills in identifying and explaining character are stronger toward Roger. He is less described in the text and more has to be inferred about him, despite the fact that he is the narrator.
  • Consider allowing students to pair up, especially if indirect characterization is an area of weakness.
  • Moderate discussion comments and consider participating yourself. Try to model constructive questioning and help students avoid the "I agree" replies.

CCSS Addressed:

  • CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

  • CCSS.ELA-LITERACY.RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

  • CCSS.ELA-LITERACY.RL.6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

4. "Thank You Ma'm" Author's Style

Student Content

In this update, you will:

  • identify elements of Langston Hughes' style in "Thank You, Ma'm"
  • Compare these elements to the poems "I, Too" and "Mother to Son"
  • Collaborate to create an update that explains what you believe are the most important elements of Langston Hughes' style

I. Style in "Thank You, Ma'm"

Reread "Thank You, Ma'm" (Hughes, n.d.). Consider reading on paper so you can make notes about anything in Langston Hughes' writing that is surprising, interesting, or very effective. Once you've got a list of at least 10 (yes, ten) examples of phrases or sentences that meet the criteria, try to fit the examples into these categories:

  • Word Choice
  • Dialogue
  • Tone
  • Sensory Language

What do you notice when the parts of the text that caught your attention are grouped this way? What can you say about Langston Hughes' style with regards to each of the categories? Comment on this update with which category you had the most examples for and what you've learned.

II. Langston Hughes' Style

Langston Hughes was primarily a poet during his career. Your task is to review two of his poems and compare his style in poetry with his style in "Thank You, Ma'm." Please use your notes from Step I to help you!

  • "I, Too"
(Campbell, 2017)
  • "Mother to Son"
(Mother to Son, n.d.)

Complete the same activity from Step I with each poem: make note of at least 5 examples of Hughes' writing that are surprising, interesting, or very effective in each poem. Group the examples into the same categories: Word Choice, Dialogue, Tone, and Sensory Language.

Compare your examples and notes from each poem and "Thank You, Ma'm." What did you notice about the style in the pieces individually? As a group? Which category do you think best explains Hughes' style?

III. Collaborative Update

​Follow teacher directions for forming pairs or small groups to create an update on the category or element of Hughes' style that you found to be most consistent across the three texts. Provide examples from all three texts (and all group members) and explain what you think this style element says about Hughes. Comment on at least one other group's update offering either an additional example to support their ideas or a question meant to help them clarify their thinking.

 

Teacher Content

In this update, students will identify elements of style in Langston Hughes' work and determine whether they make the text easier/more accessible for the reader. Studenst will then create an update that explains which elements of Hughes' style from "Thank You Ma'm" also show up in his poems "I, Too" and "Mother to Son." 

Suggestions:

  • Consider live readings of the poems to mirror the audio from "Thank You Ma'm" to help students understand the cadence and dialect used in Hughes' work.
  • Some students may struggle with identifying style elements. Consider providing these students with a limited list of options (word choice, dialect, sentence length) to help them focus on elements that will also work in the poem examples.
  • Students whose grasp on author's style is strong could be provided with different Hughes poems to increase the challenge of explaining/comparing the styles.

CCSS Addressed:

  • CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
  • CCSS.ELA-LITERACY.RL.6.5 - Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

5. "Thank You Ma'm" Historical Context

Student Content

In this update, you will:

  • Review as many of the resources below as your teacher specifies or you desire.
  • Create a "top 10 list" of facts and information that you've learned that you believe impacted "Thank You, Ma'm"
  • Compose an update with your list and a short paragraph explaining how the non-fiction sources changed or enhanced your understanding of the fiction story

I. Resources

​Below is an extensive list of resources about Langston Hughes and the time period in which he wrote, the Harlem Renaissance. Review the resources, paying particular attention to anything that helps you to understand the world of "Thank You, Ma'm."

Langston Hughes

Harlem Renaissance

Media embedded September 29, 2019

II. "Top 10 List"

​Using your notes on the sources above as a guide, make a list of exactly 10 facts or pieces of information that you learned that you believe impacted the text of "Thank You, Ma'm." Your list should be in complete sentences, and the sources from which you learned the information should be clearly cited.

III. Your Update

Revisit the text of "Thank You, Ma'm." (Hughes, n.d.). Using your top 10 list items, reflect on how your understanding of the text has changed. Your update should include your reflection as well as your list. Comment on at least three other classmates' updates offering clarifying questions or comments.

Teacher Content

In this update, students will review several resources about Hughes and the Harlem Renaissance to create a more detailed picture for their final analysis (Update 6). They will create a "top 10" list of things they've learned about the time period and Hughes that they believe influenced (or helped them to understand) "Thank You, Ma'm."

Suggestions:

  • Preview resources before presenting to students. While no sources are inappropriate, they are at different levels of complexity, and some may be too abstract for students to grasp independently.
  • Consider allowing students to research independently for their "top 10" list.
  • An alternate assignment, especially for those students who are ecelling or moving through the work quickly, could be to create a list of remaining questions instead of a list of explaining facts. Students could then trade lists and research to answer each other's questions.

CCSS Addressed:

  • CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • CCSS.ELA-LITERACY.RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

6. "Thank You Ma'm" Theme

Student Content

In this update, you will:

  • Review the process of creating a theme statement.
  • Complete the process of creating a theme statement for "Thank You, Ma'm" for 5 different themes.
  • Create an update with your strongest theme.
  • Comment on others' updates with quotes from the text to support their themes.

I. Theme Statements

​Theme statements are incredibly important sentences when it comes to understanding a fiction text. Review the video below as a reminder for how to come up with them when dealing with a text.

Media embedded September 29, 2019

(Trabold, 2017)

II. "Thank You, Ma'm" Theme Statements

Follow teacher instructions regarding who to work with. Your task is to complete the process of creating theme statements for 5 topics from "Thank You, Ma'm."

  1. Create a list of topics central to the text.
  2. Choose one topic that you can clearly explain the author's view on.
  3. Create a sentence beginning with "The author believes that..."
  4. Eliminate the sentence starter and rephrase as necessary.
  5. Repeat for the other topics on your list!

III. Your Update

Whether or not you worked collaboratively to create your theme statements, you're on your own for this update. Choose your strongest theme statement for "Thank You, Ma'm" and post it. Do not explain your theme. 

Comment on at least 4 classmates' posts with quotes from the text that support the theme they've chosen. Explain the relationship between the quote and the theme.

 

Teacher Content

In this update, students will begin to consolidate the work they've done so far with "Thank You, Ma'm." This update focuses on using the information students have gathered so far to identify several themes from the text that they feel are supportable with information from the text and the facts from the non-fiction in the last update. In the next update, they will create their peer-reviewed analysis of the text, its elements, and the impact it has on the reader.

Suggestions:

  • This activity can be completed individually or collaboratively. Early in the year, collaborative practice with creating the theme statements would be beneficial for developing student skills and confidence. 
  • Spot check theme statements in process. Individuals or groups whose first attempt is incorrect will struggle throughout the entire process.
  • The video on the student update does a great job of simplifying the process of creating a theme - consider viewing as a class and completing the process once with a simpler text that students are familiar with ("The Three Little Pigs" or "The Tortoise and the Hare", etc)

CCSS Addressed:

  • CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • CCSS.ELA-LITERACY.RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

7. "Thank You Ma'm" Analysis

Student Content

In this update, you will:

  • Compose your analysis of "Thank You, Ma'm"
  • Review 2 classmates' analyses
  • Revise and submit your final analysis for teacher feedback and scoring

I. Analysis of "Thank You, Ma'm"

​Create an essay of at least three paragraphs that responds to the following prompt:

What impact does the theme of "Thank You, Ma'm" have on the reader's understanding of the relationship between Mrs. Jones and Roger?

Remember all of the following while you're writing:

  • Each paragraph must have a claim
  • All claims must be supported from source material (either the text or a non-fiction source)
  • First person is not appropriate outside of quoted material
  • Keep the prompt at the forefront: identify the theme, and explain how it relates to the relationship between Mrs. Jones and Roger

II. Peer Reviewing Other Students' Essays

You will be assigned 2 anonymous peer reviews to complete. Use the rubric below to provide detailed feedback to the author on the content of the essay. You are not a proofreader; focus on the content, not the grammar.

Course Rubric

III. Revising & Submitting Your Final Essay

Review all feedback provided by peers. Use the rubric provided for peer review to self-assess your essay before submitting your final response.

Teacher Content

In this update, students create their peer-reviewed writing piece analyzing the theme and impact of "Thank You, Ma'm."

Be consistently meeting with students as they work and as they review. Help students focus their energies on the elements of the rubric: comprehension of text, development of ideas, organization of response, and language conventions. They may need to focus on only one or on one at a time; be flexible and guide students through the process.

Suggestions:

  • Consider providing writing supports for students in need of organizational help.
  • Student peer reviews should be completed before teacher feedback is provided to prevent student editors from simply agreeing with teacher comments. 
  • Consider providing guidance for students about helpful feedback and the role of an editor. (There are some great tips here!)

CCSS Addressed:

  • CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • CCSS.ELA-LITERACY.RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
  • CCSS.ELA-LITERACY.W.6.1 - Write arguments to support claims with clear reasons and relevant evidence.
  • CCSS.ELA-LITERACY.W.6.1.A - Introduce claim(s) and organize the reasons and evidence clearly.
  • CCSS.ELA-LITERACY.W.6.1.B - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  • CCSS.ELA-LITERACY.W.6.1.C - Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  • CCSS.ELA-LITERACY.W.6.1.D - Establish and maintain a formal style.
  • CCSS.ELA-LITERACY.W.6.1.E - Provide a concluding statement or section that follows from the argument presented.

References

Nonperiodicals

The Editors of Encyclopaedia Britannica. (2019, May 18). Langston Hughes. In Encyclopædia Britannica. Retrieved October 9, 2019, from http://www.britannica.com/biography/Langston-Hughes

Hutchinson, G. (2019, June 21). Harlem Renaissance. In Encyclopædia Britannica. Retrieved October 9, 2019, from http://www.britannica.com/event/Harlem-Renaissance-American-literature-and-art

Audiovisual

Blue suede shoes [Image]. (n.d.). Retrieved from https://ecdn.teacherspayteachers.com/thumbitem/-Thank-You-Mam--4221674-1543238576/original-4221674-1.jpg

Campbell, J. (2017). I, too, sing America [Image]. Retrieved from https://www.syracuseculturalworkers.com/sites/default/files/styles/catalog-preview/public/images/products/cards/itoosingamerica_T171.jpg?itok=_lPWPlTY

CrashCourse. (2014, June 5). Langston Hughes & the harlem renaissance: Crash course literature 215 [Video file]. Retrieved from https://youtu.be/ir0URpI9nKQ

Dalusung, R. C. (2016, January 25). "Thank you, ma'am" by Langston Hughes [Video file]. Retrieved from https://www.youtube.com/watch?v=Gksv0MzRKBg

Educational Tutorials. (2016, March 20). Types of characters [Video file]. Retrieved from https://youtu.be/QjByX2ZG3oY

Hasa. (2016, October 21). [What is the difference between direct and indirect characterization]. Retrieved from https://pediaa.com/wp-content/uploads/2016/10/Difference-Between-Direct-and-Indirect-Characterization-infographic-702x1024.png

Johnson, S. (2014, April 19). The only way you will ever need to teach theme [Video file]. Retrieved from https://www.youtube.com/watch?v=9H6GCe7hmmA

Kresh, D. (Director). (2003). Langston Hughes and his poetry [Video file]. Retrieved from https://www.loc.gov/item/webcast-3352/

Lincoln Learning Solutions. (2017, June 20). Author's writing style [Video file]. Retrieved from https://www.youtube.com/watch?v=N3r_uS0EPqc

Mother to son [Image]. (n.d.). Retrieved from https://courses.suzannechurchill.com/community-s17/2017/02/24/mother-to-son-my-favorite-poem-by-langston-hughes/

[Mrs. Jones confronting Roger]. (n.d.). Retrieved from https://mbird.com/wp-content/uploads/2011/04/125.jpg

Thank you m'am [Illustration]. (n.d.). Retrieved from https://images-na.ssl-images-amazon.com/images/I/71YjROZp4CL.jpg

Trabold, E. (2017, April 17). How to write a theme statement [Video file]. Retrieved from https://www.youtube.com/watch?v=HKjw-bQdBY8

Web sites, e-sources

About Langston Hughes. (n.d.). Retrieved October 9, 2019, from http://poets.org/poet/langston-hughes

Analyzing the author's craft/style [Fact sheet]. (n.d.). Retrieved October 9, 2019, from Newport Public Schools website: http://www.npsri.net/cms/lib/RI01001621/Centricity/Domain/227/Authors%20Craft-%20Analysis%20of.pdf

Character Types [PowerPoint slides]. (n.d.). Retrieved from Cabarrus County Schools website: http://www.cabarrus.k12.nc.us/cms/lib07/nc01910456/centricity/domain/2875/charactertypes.ppt

Character types in literature [Fact sheet]. (2019). Retrieved October 9, 2019, from A research guide for students website: http://www.aresearchguide.com/character-types-in-literature.html

Defining characterization [Fact sheet]. (n.d.). Retrieved from Read Write Think website: http://www.readwritethink.org/files/resources/lesson_images/lesson800/Characterization.pdf

Describing wheel [Fact sheet]. (n.d.). Retrieved October 9, 2019, from Eduplace website: http://www.eduplace.com/graphicorganizer/pdf/wheel_eng.pdf

Gilmer, T. (2013, September 16). Author's style [PowerPoint slides]. Retrieved October 9, 2019, from https://www.slideshare.net/tracygilmer/authors-style-26252033

Hughes, L. (n.d.). Thank You, Ma'am. Retrieved October 9, 2019, from East Side Union High School District website: http://staff.esuhsd.org/danielle/english%20department%20lvillage/rt/Short%20Stories/Thank%20You,%20Ma'am.pdf

Langston Hughes. (2019). Retrieved October 9, 2019, from Poetry Foundation website: http://www.poetryfoundation.org/poets/langston-hughes

Library of Congress (Ed.). (2007, August 21). The Harlem renaissance and the flowering of creativity. Retrieved October 9, 2019, from African American Odyssey website: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7b.html#07c

The literary element of theme [Fact sheet]. (n.d.). Retrieved October 9, 2019, from Read Write Think website: http://www.readwritethink.org/files/resources/lesson_images/lesson800/theme.pdf

A new African American identity: The Harlem renaissance [Blog post]. (n.d.). Retrieved from Our American Story website: https://nmaahc.si.edu/blog-post/new-african-american-identity-harlem-renaissance