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UNIT DAY #1

Teacher Candidates Name: Rhyan Sharkey


Date: Unit Day #1
Lesson Title: Harlem Renaissance Introduction
Class / Grade: English / Grade 10

Central Focus (Similar to Enduring Understanding): The Harlem Renaissance was a time
during which African American artists of many mediums were prolific in producing culturally
and historically significant literature, music, and art that impacted American and African
American society.

Student Learning Goals / Objective(s):


SWBAT define what the Harlem Renaissance is: where and when it took place, and what
happened during this time.
SWBAT describe the role that Dr. Alain Locke played in the Harlem Renaissance.
SWBAT state the main idea of the excerpt from The New Negro.

Academic Standards (NJSLS):


RI.9-10.2. Determine a central idea of a text and analyze how it is developed and refined by
specific details; provide an objective summary of the text.

Assessments:
Formal (Summative)
Exit ticket: Definition of Harlem Renaissance, main idea of excerpt from The
New Negro, and the role that Alain Locke played during this time period.

Academic Language:
Examine the learning goal/objective to complete the chart.
Identified Language Demands Planned Language Supports

Ability to read high lexile-level nonfiction Use various lexile leveled articles to learn
descriptions about Harlem Renaissance (Newsela and
other resources)

Vocabulary comprehension Ongoing class vocabulary glossary

Instruction Strategies and Learning Tasks (Procedures):


DO NOW: Students will enter the classroom and will take the sheet of paper given to
them by the teacher. The paper will say either Harlem or Renaissance on it.
Students will write the definition of or describe the word on their paper in their
own words.
Student will find someone with a paper that has the word opposite word on it, so
there will be pairs of students with papers that say Harlem and Renaissance.
Looking at the definitions of each word, student pairs will hypothesize what the
Harlem Renaissance is.
Pairs will group with another pair to brainstorm with another pair about the
definition of the term.
Teacher will ask for volunteers to state their prediction of what the Harlem
Renaissance is.
Teacher will confirm or correct the predictions.
Students will work in their 4-person groups to read an excerpt from Alain Lockes The
New Negro. They will have 30 minutes to make notes about what they can predict about
the excerpt of the anthology as well as the time period itself.
As students read they will use their computers to start filling in the Harlem
Renaissance vocabulary list, which is a Google sheets spreadsheet that is shared
with the class that will contain challenging or topic-specific words that the class
should know. When a student encounters a challenging word, he or she will look
up the word to find the definition, a synonym, and antonym. Information will be
entered into the spreadsheet.
Teacher will split the class into two groups (grouping groups of 4 together) and the
students will share all of the details they could extrapolate from reading the excerpt.
Groups will share their top 5 most important details they found in the excerpt.
Teacher will provide additional information as students take notes.
Teacher will display the exit ticket information on the whiteboard:
1. Define what the Harlem Renaissance is: where and when it took place, and
what happened during this time.
2. Describe the role that Dr. Alain Locke played in the Harlem Renaissance.
3. State the main idea of the excerpt from The New Negro.
Students will spend 15 minutes completing their exit ticket, using the back
of their Do Now worksheet (Harlem or Renaissance definition sheet)

Support for Accommodations and/or Modifications:


Specific support strategies outlined for students in the class (examples below):
Support for ELLs, Students with IEPs or 504 Plans, Struggling Students (who do
not have IEP/504 Plans):
Class Vocabulary Glossary: class creates a spreadsheet with challenging
words with simple definitions
Students may use graphic organizer software Inspiration! While creating
their outline of important points about the text.
Students may use text-to-speech reader to read the text.

Materials / Use of Instructional Technology:


Teacher Materials
Exit ticket
Harlem papers (Do Now)
Renaissance papers (Do Now)
Student materials
Student computers with internet access.
Unit website link: http://sharkeyunit.weebly.com/days-1--2.html
Writing utensils

Homework / Assignment for Next Class:


Write a one paragraph prediction that hypothesizes what a modern-day Alain Locke
would do in today's society. What cause(s) would he or she advocate? How would this
person go about such civil service?

Analysis of Teaching (Reflection):


n/a