Sie sind auf Seite 1von 16

Lesson Plan Template

Your Name: Katelyn Butler


DAY 1 LESSON PLAN: INTRO TO HARLEM
RENAISSANCE
Lesson Information
Lesson title Introduction to the Harlem Renaissance

Lesson description This is the introduction to our five-day unit on the Harlem
(include concepts Renaissance. Todays lesson plan will dive into three works
and skills and where from three prominent writers during the time period. Students
this lesson fits within are expected to strengthen their reading, analyzing, and
the curriculum) comprehension skills by reading these works. In addition, this
lesson plan has been created to educate students on harsh
realities of African Americans during the Harlem Renaissance.

Lesson length 50 Minutes

Grade level and 10 grade


th

course

Source of lesson Lesson plan is an introduction to the LEO in Making


plan and how I Curriculum Pop regarding the radio and pod casts. I have
modified it modified it to make only one day centered around the radio
show portion, and create a five-day lesson plan where
students are asked to create a play list, radio show, and album
cover that reflects the writers, music, and historical context of
the Harlem Renaissance.
Lesson plan summary
Prior knowledge needed for Students will need little background information on
success technical aspects of poetry, analyzing skills, and
comprehension skills.

How will you address Students who do not have prior knowledge will be
students who do not have this given a handout that explains the technical aspects of
prior knowledge? poetry. In addition, I will evaluate students
understanding of the poetry by their notes and
questions.

Materials for instruction 1) Journal for response to the prompt


(include rationale for why the 2) Writing utensil and highlighter to make notes on
materials are appropriate) handouts of works
3) Three handouts of copies of the works

Pre-test and post test data Collection of journal entries and handouts from each
collection requirement student.

Materials for informal 1) Journal to respond to prompt


assessment

Materials for formal 2) Handout of copies of the works


assessment

Accommodations and Students will be graded on participation- if they


modifications provide a paragraph in journal, make notes on
handout, and contribute to discussion with questions
and comments.
Lesson plan details
Lesson
Oklahoma Academic Learning Objective in Activities Formal and
Standard number and terms of what students and Informal
text will do Materials Assessments

10.3.R.1 Students will Students will read 1) Journal Informal- journal


evaluate the extent to historical poetry and for entry
which historical, short stories and connect responding Formal- how
cultural, and/or global the text to the period in to prompt thought out their
which it was written. They 2) Writing notes and
perspectives affect
will begin to understand utensil and questions are
authors stylistic and the major events that highlighter regarding the
organizational choices occurred during the for notes works that they
in grade-level literary Harlem Renaissance, 3) Handout are asked to
and informational and discover how these of copies of respond to.
genres. events affected the works
authors of the works.
Essential Question(s) and/or Anticipatory Set
What essential question(s) Essential Questions: How do these works of
guide(s) this lesson plan and/or literature reflect the time period in which they were
unit? What anticipatory set are written? What do they say about how African
you presenting to engage the Americans were treated during the Harlem
students? Renaissance? How do these works make you feel?
Anticipatory set: Copies of The Lynching by
Claude McKay, I, Too Sing America by Langston
Hughes, and How It Feels to Be Colored Me by
Zora Neal Hurston
Minute by Minute (Tick Tock)
Time Additional
(minutes) The teacher will The students will. information

5 Instruct students to respond to the Respond to the


minutes journal prompt, What role does journal prompt and sit
music play in your life? Does it quietly until instructed
help you express yourself? Calm to move on.
you? Erupt emotion? Teach you
aspects of life? How? Why? Then
ask for three volunteers to read
their journal entry.

5 Pass out copies of The Lynching, Receive copies of


minutes by Claude McKay, I, Too Sing poems and short
America by Langston Hughes, story
and How It Feels to Be Colored
Me by Zora Neal Hurston

15 Choose 1 student to read McKay, Volunteer or be called


minutes 1 student to read Hughes, and on to read the poems
several students to read Hurston and short story. They
out loud. They will be asked to will also mark notes
make notes on parts that stand as they follow along.
out to them, highlight lines or
stanzas, and mark places that
they have questions about.

5-10 Ask if students have any Students will respond


minutes questions, ask them to voice their with their questions
feelings regarding the works, and feelings about
explain why we are reading the the works.
works.

10 Lecture with a powerpoint on the Take notes over the


minutes Harlem Renaissance and what we background
plan to do the rest of the week. information over the
Harlem Renaissance.

Data and reflection


Data Results What did it tell you?

Pre-test

Informal assessments

Formal assessments

Post-test

Reflection

How I will change the lesson

I, Too by Langston Hughes


I, too, sing America.

I am the darker brother.


They send me to eat in the kitchen
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
Ill be at the table
When company comes.
Nobodyll dare
Say to me,
Eat in the kitchen,
Then.

Besides,
Theyll see how beautiful I am
And be ashamed

I, too, am America.

Link to How It Feels to Be Colored Me by Zora Neale Hurston


http://xroads.virginia.edu/~ma01/grand-jean/hurston/chapters/how.html

The Lynching by Claude McKay

His spirit is smoke ascended to high heaven.


His father, by the cruelest way of pain,
Had bidden him to his bosom once again;
The awful sin remained still unforgiven.
All night a bright and solitary star
(Perchance the one that ever guided him,
Yet gave him up at last to Fate's wild whim)
Hung pitifully o'er the swinging char.
Day dawned, and soon the mixed crowds came to view
The ghastly body swaying in the sun:
The women thronged to look, but never a one
Showed sorrow in her eyes of steely blue;
And little lads, lynchers that were to be,
Danced round the dreadful thing in fiendish glee.

Lesson Plan Template


Your Name: Katelyn Butler
Lesson Information
Lesson title Soundtrack Supervisor
Lesson description Students will take the information learned in the previous class and
(include concepts apply it to todays lesson. They will be asked to use the worksheet
and skills and where Soundtrack Supervisor, and fill out a list of songs that they discover,
this lesson fits within while researching the Harlem Renaissance. Types of songs/artists
the curriculum) could include: ones they are familiar with, songs/artists they relate to,
songs/artists that intrigue them, songs/artists that cause them to feel
emotional, etc. Concepts and skills that students will gain are stronger
research skills, technical skills, applying information to discover more
about artists/writers during this time period, and gain historical context.

Lesson length 50 Minutes

Grade level and 10th Grade English


course

Source of lesson plan Making Curriculum Pop modified to be a research lesson of


and how I modified it discovering what kind of music was around during the Harlem
Renaissance.
Lesson plan summary
Prior knowledge needed for Students will need the overview of the Harlem Renaissance
success discussed in the previous class.

How will you address Students who do not have this prior knowledge will be given a
students who do not have this printout of the powerpoint with the information provided in the
prior knowledge? previous class.

Powerpoint

Materials for instruction 1. Soundtrack Supervisor, which they will use to list the
(include rationale for why the songs that they discover
materials are appropriate) 2. Writing utensil to list the songs
3. Computer to research the music

Pre-test and post test data Collection of journal entries and worksheets.
collection requirement

Materials for informal 1. Journal to write about what they remember from the
assessment previous class

Materials for formal 1. Worksheet Soundtrack Supervisor


assessment 2. Writing utensil
3. Computer to research songs

Accommodations and Students who are on IEPs will be given a computer that has a
modifications playlist of a variety of songs from the Harlem Renaissance.
They will be asked to click through the songs and pick which
ones they would like to use for their playlist.
Lesson plan details
Oklahoma Academic Formal and
Standard number and Learning Objective in terms Lesson Activities Informal
text of what students will do and Materials Assessments

Standard 7: Multimodal Students will use a variety of 1. Go to Informal:


Literacies multimedia tools to research compute Journal entry
10.7.W.2. Students will information on the Harlem r lab
create visual and/or Renaissance. Soundtrack and Formal:
multimedia presentations Supervisor is the first researc Soundtrack
using a variety of media multimedia tool they will use. h music Supervisor
forms to enhance Students will research of the
understanding of findings, songs/artists during the Harlem
reasoning, and evidence Harlem Renaissance to gain Renaiss
for diverse audiences. a better understanding of ance
what life was like during the 2. Fill out
time period. With this Soundtr
newfound information, they ack
will create a playlist of songs Supervi
that stood out to them, and sor with
that helped them better songs/ar
understand the lesson. tists that
they
discover
during
the
class
period

Standard 7: Multimodal Students will apply critical 1. Go to Informal:


Literacies thinking skills, while they are compute Journal entry
researching the music of the r lab
10.7.R.1 Students Harlem Renaissance. They and Formal:
will analyze techniques will need to distinguish researc Soundtrack
used to achieve the between what music is h music Supervisor
intended rhetorical relevant to the assignment, of the
purposes in written, oral, and what music is not. Harlem
visual, digital, non-verbal, Renaiss
and interactive texts to ance
generate and answer 2. Fill out
interpretive and applied Soundtr
questions to create new ack
understandings. Supervi
sor with
songs/ar
tists that
they
discover
during
the
class
period
Essential Question(s) and/or Anticipatory Set
What essential question(s) guide(s) Essential questions: What songs/artists from the Harlem
this lesson plan and/or unit? What Renaissance did you feel were most powerful? Why?
anticipatory set are you presenting What did you learn from this assignment about how
to engage the students? people expressed themselves through music during this
time period?

Anticipatory set: Playlist playing while students take their


seats
Minute by Minute (Tick Tock)
Time Additional
(minutes) The teacher will The students will. information

5 Play a playlist from Take their seats and listen to Teacher will
minutes YouTube of music from the playlist ask students to
the Harlem Renaissance write in their
while students arrive and journal what
take their seats they remember
about the
previous
lesson about
the Harlem
Renaissance

5 Pass out Soundtrack Take the worksheet and


minutes Supervisor worksheet listen to instructions
and explain that students
will be going to the
computer lab and
researching the types of
music that were present
during the Harlem
Renaissance

25 Walk around and monitor Research the various types


minutes the students computer of music that was being
use and make sure they made during the Harlem
are staying on task Renaissance. They will
create a playlist of music
that moves them, interests
them, is familiar to them,
etc.

5 Lead students back into Discuss what songs/artists


minutes classroom and begin they picked and why.
discussion of what
songs/artists the students
picked. Teacher will list the
titles of songs and their
artists on the SmartBoard
for the class to see.

10 Explain the homework Copy down the songs they


Minutes assignment: Go home and have chosen in the
think of songs that have computer lab, and go home
shaped your childhood, to create a playlist with
culture, historical songs from Harlem
background, etc. Create a Renaissance and songs of
playlist that consists of 5 their choosing. Students will
songs from the Harlem turn in the soundtrack
Renaissance and 3 songs supervisor for grading, and it
of your choosing. will be returned the following
day.

Lesson Plan Template


Your Name: Katelyn Butler

Lesson Information
Lesson title Album Cover

Lesson description Students will be asked to create an album cover for the playlist
(include concepts and that they have created. Concepts and skills should include:
skills and where this creativity, group work, generating ideas with each other, and
lesson fits within the keeping the cover relevant to the Harlem Renaissance.
curriculum)

Lesson length 50 Minutes

Grade level and course 10th Grade English

Source of lesson plan and Source came from Soundtrack to My Life and was modified to be
how I modified it an album cover of a playlist that refers to the Harlem Renaissance.
Lesson plan summary
Prior knowledge needed for Prior knowledge needed will be the playlist that students
success created in the previous class.

How will you address Students who do not have a playlist from the previous class will
students who do not have be provided one, and asked to add three songs that are
this prior knowledge? relevant to their lives. If the album cover is not completed
during class time, they will take it home for homework.

Materials for instruction 1. Playlist from research


(include rationale for why the 2. Arts and crafts supplies to create their album cover
materials are appropriate) 3. White computer paper to draw/cut and paste
4. Instructions for assignment

Pre-test and post test data Pre-test: Reviewing the songs they have chosen and making
collection requirement sure they are relevant

Post-test: Seeing if the album cover stays within the


assignment boundaries

Materials for informal 1. List of playlist


assessment 2. Soundtrack Supervisor completed handout

Materials for formal 1. Arts and crafts supplies


assessment 2. White sheet of paper

Accommodations and Students on IEPs will be asked to write or give a verbal


modifications explanation about how their album cover reflect their playlist.
Lesson plan details
Learning Objective in Formal and
Oklahoma Academic terms of what students Lesson Activities Informal
Standard number and text will do and Materials Assessments
Standard 1: Speaking and Students will talk 1. Soundtrack Informal
listening amongst each other, and Supervisor formal-
discuss ideas for their 2. Arts and Soundtrack
10.1.R.3 Students will album covers. They will crafts Supervisor
engage in collaborative apply the research done supplies
in the previous class, 3. White Formal-
discussions about and use that information sheet of Album cover
appropriate topics and to generate a relevant, paper
texts, expressing their appealing album cover
own ideas clearly while that reflects the Harlem
building on the ideas of Renaissance.
others in pairs, diverse
groups, and whole class
settings.
Standard 3: Critical The album covert the Soundtrack Informal
Reading and Writing students create will Supervisor formal-
10.3.W.1 serve as an alternate 4. Arts and Soundtrack
NARRATIVE mode of storytelling. It crafts Supervisor
Students will write will, in some way, reflect supplies
the message the student 4. White Formal-
narratives embedded in is trying to get across sheet of Album cover
other modes as with their playlist. paper
appropriate.
Standard 3: Critical Students will use critical Soundtrack Informal
Reading and Writing thinking skills and Supervisor formal-
10.3.W.3 creativity to generate an 6. Arts and Soundtrack
Students will elaborate album cover that crafts Supervisor
on ideas by using illustrates the Harlem supplies
Renaissance in some 6. White Formal-
logical reasoning and way. sheet of Album cover
illustrative examples to paper
connect evidences to
claim(s).
Essential Question(s) and/or Anticipatory Set
What essential question(s) guide(s) What do you visualize when you think about the
this lesson plan and/or unit? What songs on your playlist? What historic events do you
anticipatory set are you presenting to picture? Why? What aspects of your album cover
engage the students? illustrate the Harlem Renaissance?

Minute by Minute (Tick Tock)


Time The students
(minutes) The teacher will will. Additional information

5 Minutes Instruct students to draw an Students will draw


illustrative example, in their journal, an album cover
of an album cover that was that was
memorable to them and why. memorable to
Teacher will ask for volunteers to them.
read their journal entries.

5 Minutes Explain that todays assignment Listen to


consists of creating an album instructions and
cover for the playlist that they have ask questions if
created. It should reflect the songs needed.
on the playlist, personal
experiences, and a title.

40 Pass out glue, scissors, Create an album Students will be


Minutes magazines, photos printed off, cover by the end encouraged to
markers, etc. for students to create of the class work with each
their album cover. period. other to
generate ideas

Lesson Plan Template


Your Name: Katelyn Butler
Lesson Information
Lesson title Research for Radio Show

Lesson description Students will research 3 of the 5 songs/artists that they chose
(include concepts for their playlist of the Harlem Renaissance. They will research
and skills and where aspects of their lives such as where they lived, played, what the
this lesson fits within songs mean, etc. The research will strengthen their skills for
the curriculum) research essays in the future, and will also help them better
understand the historical context in which the songs/literature
were written. The construction of the radio show will spark
creativity and will draw all of the lessons for the week together.

Lesson length 100 Minutes (2 days of research)

Grade level and 10th Grade English


course

Source of lesson LEO in Making Curriculum Pop modified from a non music
plan and how I radio broadcast, to a debut of the album the student has
modified it created.
Lesson plan summary
Prior knowledge needed for Prior knowledge needed will be the playlist students
success created on day 2. Students will also need to know
how to effectively research relevant information.

How will you address Students who do not have this prior knowledge will be
students who do not have this asked to write a 2-3 page essay on the background of
prior knowledge? the Harlem Renaissance that will be due on the final
day of presentations.
Materials for instruction 1. Soundtrack playlist
(include rationale for why the 2. Computer
materials are appropriate) 3. Writing utensil to take notes
4. Instruction sheet for radio show

Pre-test and post test data Pre-test will be that the student has completed all of
collection requirement the previous work for the week, and the post-test will
be the presentation the following week.

Materials for informal 1. Soundtrack Supervisor


assessment 2. Album Cover
3. Radio Broadcast

Materials for formal 1. Soundtrack Supervisor


assessment 2. Album Cover
3. Radio Broadcast
4. List of Playlist
5. Copy of Broadcast

Accommodations and Students who need modified assignments will be


modifications asked to present their completed materials and give a
presentation on what they like about the songs/artists
that were provided to them.
Lesson plan details
Learning
Objective in Formal and
terms of what Informal
Oklahoma Academic Standard students will Lesson Activities Assessment
number and text do and Materials s

Standard 3: Critical Reading Students will 1. Soundtrac Informal- list


and Writing practice k of playlist
ARGUMENT - Grade Level researching Supervisor
Focus material and 2. List of Formal-
distinguishing playlist Presentation
between and 3
10.3.W.4 Students will credible paragraphs
introduce precise claims and sources and
distinguish them from non-credible
counterclaims and provide sources.
sufficient evidences to develop
balanced arguments, using
credible sources.
Standard 3: Critical Reading Students will 1. Soundtrac Informal- list
and Writing apply their k of playlist
knowledge of Supervisor
10.3.R.6 the Harlem 2. List of Formal-
Students will Renaissance playlist Presentation
comparatively analyze the and and 3
structures of texts (e.g., determine paragraphs
compare/contrast, what
problem/solution, cause/effect, information is
relevant to
claims/counterclaims/evidence)
their
and content by inferring paragraphs.
connections among multiple They will also
texts and providing textual practice
evidence to support their researching
inferences. material and
providing
correct
citations of
the
information
that they find.

Essential Question(s) and/or Anticipatory Set


What essential question(s) What background information did you find on your
guide(s) this lesson plan artist/songs that you chose? Did this information
and/or unit? What anticipatory interest you? Why or why not? Do you feel this
set are you presenting to assignment helped you better understand the
engage the students? literature and music that came out of the Harlem
Renaissance?
Minute by Minute (Tick Tock)
Time Additional
(minutes) The teacher will The students will. information

5 Minutes Pass out assignment sheet Ask questions if they have This will
for Radio Broadcast any, and proceed to the take
computer lab for research. place
Assignment Sheet over the
course
of two
days

40 Help any students Research 3 of their


Minutes struggling with research, songs/artists. They will
and walk around the room research 1) where they
to make sure students are lived 2) where they played
on task. 3) What their song means.
Then, students will write
about why they chose that
song/artist and what it
meant to them.

5 Minutes Pass back all materials Students will take back


(on completed by the students, their completed
Friday) after she has marked them assignments and ask any
in the gradebook. Explain final questions that they
to the students that they may have.
have the weekend to
prepare for their
presentations that will
begin the following
Monday.

Research for Radio Show


Now that you have a firm understanding of the Harlem
Renaissance, a playlist of music from the time period, and an
album cover to illustrate your work, it is time for your radio
debut! Today, you will choose 3 artists to research. You will
need to find out 1) Where they lived, 2) Where they played,
and 3) What their song is about. Next, you will write about
why you chose the song/artist, and the impact the song had
on you. Students will be presenting the work they have done
this week over the course of the next few days. For this
assignment, you will be graded on how well you meet the
criteria stated above, correct grammar and spelling, and
your preparation for the presentation. In addition, you will
need to attach a Work Cited sheet at the end of your Radio
show with correct citations showing where you received the
information. Each explanation of your three artists/songs
should be one paragraph.