Hodge

Unit: Harlem Renaissance Subject: Language Arts (Writing) Grade: 5th Goal: (A continuation of goals from the previous lesson) To introduce students to a cultural movement that deeply impacted modern Black history. Additionally have the Harlem Renaissance serve as a means to engender students interest in literacy, social studies and thus schooling; laying the stepping stones for students to actively engage and partake in their education and schooling Objective: SWBAT name at least 2 famous art works by prominent African Americans and at least 1 famous artist SWBAT analyse and interpret the images in their own words and confidently share their thoughts with the class and though prose (paying particular attention to essay structure and grammar). Standard(s): Standard: 1.3.5.B. Identify and analyse the characteristics of different genres such as poetry, drama, and fiction. Standard: 1.8.5.B. Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies. Materials and Preparation: LCD Projector Screen (White Screen to project paintings) Harlem Renaissance: Art of Black America My computer (just in case of technical difficulties with the LCD Classroom Arrangement and Management Issues: Students will be seated in the current classroom arrangement which takes into account personality differences and habitual talkers. Possible management issues are the usually ones, bad attitudes, apathetic and uncooperative behaviours and disrespect towards fellow classmates and/or teacher. If these should occur, we have a behavioural management system in place to rectify and redirect negative and unproductive behaviour; for example, the Give me 5,4,3,2,1 technique where I raise my open palm to the class and ask them to give me 5 as I work my way to 1. Students are given 5 chances to correct behaviour and give me their full attention. I plan to continue to use this wonderful technique during my unit instruction. Plan: (35 minutes) Introduction (9 minutes) This lesson will occur on the second day that I will be doing my unit. As a result the students will have some exposure to the cultural movements of the 1920s. I will begin with a synopsis of what we learned and covered the day before, however I will elicit these answers from the class in order to get their minds going and re-focused on the subject matter. As students generate responses I will encourage correct responses and push back on incorrect or misinformed
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contributions. Then I will say, Good job class, you did an excellent job recalling what we have learned about the Harlem Renaissance so far. Today we are going to move into paintings and art of famous African Americans from that time. **Turn on projector** (And display series of images) (Slides of Paintings 20 minutes) The last slides will be images of murals around Philadelphia (I will make connections to the purpose of the murals in Philadelphia compared to the purpose of paintings of the 1920s. I will ask students what they think. I will ask them if they can make an connections.) Exit Ticket (5 minutes): Name 2 famous art works by famous painters from the Harlem Renaissance and 1 artist. **Students will continue their essays from yesterday (similarities and differences between the musical works of Duke Ellington and Tupac Shakur)** Assessment of Goals/Objectives Listed Above: Students will be asked to fill out an exit ticket at the culmination of the lesson. The lesson is created mainly to expose students to arts and paintings from the time period of the HR and expose them to artists that created famous master pieces. This is supposed to be a fun and enjoyable lesson where student get an opportunity to appreciate art for arts sake. Students will receive a print out of all the pictures shown with details about the medium, date and the artist. Students will also be encouraged to take notes as they will eventually be tested on this. Anticipating students responses and your possible responses: My hope is to expose students to different types of artworks. I also want to bring attention to the beautiful artwork that already exists in Philadelphia. There are several murals painted on buildings all throughout the city and many right here in West Philadelphia. My hope in this lesson is not only to commit certain facts to memory but to broaden my students horizons and aid them in realizing that there is much more to life than video games and what they know, but rather there exists a whole world out there for them to explore. Planting those seeds of inquiry and curiosity is the hallmark of a good education and I would like to give my students the opportunity to get excited about learning. Accommodations: For my student who speaks English as a second language and for my students who are several grade levels below in reading and writing I will differentiate instruction for them in terms of writing requirements. They will take part in the discussions but they will also be partnered with another student in order to quell some of the misunderstandings and questions that will occur/might arise. However all students will be responsible for the exit ticket, which will be an independent assignment. Resources: Harlem Renaissance: Art of Black America (1994). The Studio Museum in Harlem.