Goals & Objectives - The Roaring twenties



The Roaring Twenties‖ The Harlem RenaissanceGoals & ObjectivesStudents will identify and explain the African American ideas, politics, art, literature, and music which flourished in Harlem during the 1920's, through group-made presentations in front of the class.California State Content Standards 11.5.5. Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes). Common Core Literacy StandardsCCSS.ELA-Literacy.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.Driving Historical QuestionWhat were the cultural, social, and political contributions of African Americans during the 1920S?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:For the lesson introduction, the teacher will show a short video on Youtube, which highlights what the Harlem Renaissance was and its significance.? During the video, students will write down all of the major themes and developments from the video. Following the end of the video, students will volunteer their findings and notes in the form of class discussion.Vocabulary (Content Language Development) ‖ Time: Key Vocabulary words will be written on the Word Wall. These include: Harlem Renaissance, Great Migration, Scat, OratoryContent Delivery (Method of Instruction) ‖ Time:Following the short discussion, the teacher will provide a list of artists, writers and musicians from the Harlem Renaissance and assign groups of four which will be chosen ahead of time by the teacher.?These are the expert groups. Each group will be given one individual from the?Harlem?Renaissance ?to study and given ten minutes to work together and?research them and their achievements and contributions. Questions on how to model and guide the reading will be provided on a PowePoint slide. After the ten minute period, the students will then break into?their home?groups, where each student will serve as an "expert" for the new group.?The new groups will then come together and develop a tree-diagram, where they identify major individuals from the Harlem?Renaissance and?how they were able to contribute to the movement. ?Student Engagement (Critical Thinking & Student Activities) ‖ Time:Students will begin the group lesson by working together to come up with as much useful information as possible about their assigned artist, writer, musician. After the 10 minutes are up, the students will then take all the notes they have accumulated and break into new groups, where they will serve as the "expert" for that individual. Each student will the provide their input on their person and create a group made tree-diagram, highlighting each individual and their accomplishments. Each group will show a short demonstration for the whole-class.Lesson Closure ‖ Time:For this lesson closure, teacher will show on PowerPoint, a mural painted by Aaron Douglas, which was painted in New York Library. Students will then write down their own observations from the mural, including what part of the painting might be symbolic of African Americans moving north, and the ways Douglas represents new freedoms in the mural? These quickwrites will be collected at the end of class.Assessments (Formative & Summative)Formal assessments: Teacher will check for understanding during in-class discussions regarding the video on the Harlem Renaissance and the introduction of the lesson.Teacher will walk around class and check for understanding during group work, while checking for use of key vocabulary terms during the student discussions.Additional assessments will be conducted by student's quick write, which will need to demonstrate they can make the conceptual connections between the themes from the lesson and the images portrayed from the painting.Accommodations for English Learners, Striving Readers and Students with Special NeedsEnglish Learners: accommodations will be made for English learners during the lesson introduction, which will allow for new content to be introduced with the aid of a video. Here English learners will have new information and content delivered without heavy reading or lecture. In addition the group work will allow for English learners to use in an academic setting.Struggling Readers: Textbook reading will be supplanted by allowing the information to be developed with the aid of the others in the group, who can explain or elaborate the information.SSN: Students who may feel uncomfortable working in this social setting will be allowed to listen to a book on tape about the Harlem Renaissance and write a short response to what they have learned.Resources (Books, Websites, Handouts, Materials)McDougal Littell The Americans: Reconstruction to the 21st century.Youtube Video - Harlem RenaissancePowerPoint- modeled instructions and lesson closure. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download