Integrated Thematic Unit LP1
Teacher Name: Ms. Corn
Target Content/Lesson Topic: Harlem Renaissance Thematic Unit
This lesson is for a(n) __X__ whole class
Essential Question
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing
- How does this lesson fit into the
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant grade-
level standard(s).
September 2021
Grade Level: 8th
Date: 12/10/23
_____ small group _____ individual
Planning
- How have Black Americans contributed to the development of the American cultural identity
throughout history?
- How has artistic expression been used to create and reflect change throughout history?
- How is historical context reflected in primary and secondary sources?
This is a mini-unit that will take positioned within exploration of the Roaring Twenties before shifting gears to
the Great Depression.
- This is the first lesson of this unit and provides students with introductory information about the topic
while engaging students in practice of claim and evidence skills. Following this lesson, students will
explore specific population and cultural changes of the time period, specific historical context that
influenced the time period, and then demonstrate their understanding of the impact and significance of
the time period through a comprehensive research and presentation project.
ELA (Reading)
- R.8.1 – Cite textual evidence that strongly supports an analysis of what the text says explicitly or
implicitly and make logical inferences. (RI&RL)
Social Studies (Inquiry Practices and Processes)
- SS.Inq3.a.m – Develop a debatable and defensible claim based upon the analysis of sources.
1
 Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping
Describe how and why students are
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy
Does this lesson involve co-
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
September 2021
ELA
- I can support literal and inferential claims with evidence from the text.
o Students will be able to verify claims made about the text through explicit and implicit
understandings with support from textual evidence.
Social Studies
- I can make an opinion-based claim and support it with evidence from the text.
o Students will be able to form an opinion about the Harlem Renaissance based on their learning
so far.
- Instruction: Students will observe the introductory presentation as a whole class to ensure that all
students are able to activate background knowledge to connect this mini-unit to prior learning.
- Reading: Students will complete the reading independently or with a partner. This will provide Els with
peer support to read and draw understanding from the text.
- 3-Level Guide: Students will complete the 3-Level Guide independently or with a partner. This will
provide peer support to Els with reading the questions and finding evidence that accurately supports
each answer.
- Discussion: Students will participate in a whole-class discussion of the opinion based questions. This
will allow students to hear a variety of opinions and perspectives towards the topic, deepening their
understanding. Students will move into “agree” and “disagree” groups for their opinion to be shared by
1 or more students who volunteer to speak. This will enable ELs and other students to contribute
evidence to support the stance without having to share in front of the whole class.
N/A
2
 Parallel Teaching; Supplemental;
Alternative; Team Teaching
Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
IEP Goals Relevant to Lesson (Add rows as necessary.)
Student
Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s)
September 2021
Content: This content was incorporated into the curriculum to engage diverse learners through study of Black
history in America and engagement of interdisciplinary studies. Content addresses grade-level standards that are
in direct progression with prior learning experiences. Students are engaged in practice of essential Social Studies
inquiry practice and process skills, as well as ELA skills.
Process: Students will receive introductory content instruction from the teacher with support from a slideshow,
providing language and visual support for students. The text and worksheet will be made available in varied
languages as necessary to ensure that content is comprehensible for all students.
Product: Students will be supported by the 3-Level Guide while reading a high level text. This allows all
students to access the information in the text, despite its advanced level, by providing students with cues to
look for and pay attention to while reading. Students will be assessed on skills on a micro level, allowing
maximum opportunity to demonstrate growth.
Environment: Students will be able to read and complete the worksheet independently or with a partner,
providing access to peers for support as necessary. The teacher will be available to provide additional support
and pull individual students or small groups as necessary to support learning. Students will be able to move
about the room as they please to find a comfortable and productive setting to complete work in. Classroom
rules and behavioral expectations will be put in place prior to this lesson and enforced as needed to maintain
the productive environment.
IEP Goal
Required Accommodation/Modification
3
Supports for English Language Learners (Add rows as necessary.)
Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment
Formative Assessment ELA
- How will you monitor student - Students will be assessed on their ability to provide quality textual evidence in support of each literal
learning throughout the lesson? and inferential question based on the 3-Level Guide reading activity.
- Be specific about how your practice
assessments connect directly with the Social Studies
lesson objective. - Students will be assessed on their ability to defend their opinions with textual evidence and/or
background knowledge based on the discussion.

Formative Evaluation Criteria

- What material(s) will you use to Student Name:
evaluate learning? Student supports literal understandings with textual evidence 1 2 3 4 5
- Attach a copy of your checklist, Student supports inferential understandings with textual evidence 1 2 3 4 5
rubric, observation criteria, or other Student supports opinion responses with textual evidence and/or 1 2 3 4 5
measure. background knowledge
Total points: _____ / 15

Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
September 2021
Students will be summatively assessed on their progress towards the 4 social studies standards (from LPs 1-4)
addressed in this unit through their Harlem Renaissance Presentation Project. Students will be assessed on:
- Make a claim to the significance of the Harlem Renaissance, supported by evidence
- Identify and explain changes in population
- Identify and explain cultural changes and impact on society
4

Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
independent practice, or other
September 2021
- Identify and describe how historical context influences and is reflected in sources from a given time
period.
A fully detailed description of this assessment is presented in LP5.
Harlem Renaissance Presentation Project Rubric
Procedures
Opening
- Instruction: Students will be prompted to recall what they know about the 20s, as well as what they
know about the lives of Black Americans up to this point (culture, rights, economics, etc.).
o Students will observe a brief presentation about the Harlem Renaissance (time period, location,
who it involved, etc.).
o The teacher will contextualize the Harlem Renaissance within the climate of the Roaring
Twenties and use questioning to check for student understanding.
o Students will be seated at their desks, note taking is not necessary during this time.
During
- Reading: A New African American Identity: The Harlem Renaissance
o Students will read an informational text that introduces them to the Harlem Renaissance.
o Students may read independently or with a partner as desired or needed for peer support.
o The teacher will circle the room and use questioning to check for student understanding and
offer support as needed.
5
 learning methods. Please write what - 3-Level Guide: #1 and #6 will be completed by the teacher with support from students for modeling
you are looking for in terms of: purposes.
● Students’ thinking and how o Students may work independently or with a partner as desired or needed for peer support.
they will start the lesson. o Students will decide if they agree or disagree with literal and inferential statements based on the
● Provide appropriate support text. Students must support their answers with evidence from the text, either by highlighting or
(not explaining how to do it). underlining and placing the number of the question it supports by the evidence.
● Provide worthwhile o Students will decide if they agree or disagree with opinion based statements, supporting their
extensions. opinion with evidence from the text and/or background knowledge.
● Provide opportunities for o The teacher will circle the room and use questioning to check for student understanding and
students to engage in using offer support as needed.
the academic language.
This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension Closing
End the lesson with a final review of - Discussion: Students will participate in a discussion of the opinion based questions.
key ideas and knowledge. This is o For each opinion level question, students will move to a designated area of the room to join the
where you have students talk about “agree” or “disagree” group based on their indicated response.
their thinking and share strategies o Students must support their opinions with evidence from the text and/or background
with the whole class. It’s important knowledge from previous units.
to name strategies and use academic o Students may participate by volunteering to present the groups stance and evidence or by
vocabulary here, extending the lesson providing the presenter with evidence to support the stance.
to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be

6
September 2021
 able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Presentation: Harlem Renaissance Slides LP1
Resources or Materials Reading: A New African American Identity: The Harlem Renaissance
- List and provide a brief rationale Activity: 3-Level Guide
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and Computer, projector, writing supplies
Technology
- List all other supplies that need to
be available.

7
September 2021

Teacher Name: Ms. Corn
Target Content/Lesson Topic: Harlem Renaissance Thematic Unit
This lesson is for a(n) __X__ whole class
Essential Question
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing
- How does this lesson fit into the
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant grade-
level standard(s).
September 2021
Integrated Thematic Unit LP2
Grade Level: 8th
Date: 12/10/23
_____ small group _____ individual
Planning
- How have Black Americans contributed to the development of the American cultural identity
throughout history?
- How has artistic expression been used to create and reflect change throughout history?
- How is historical context reflected in primary and secondary sources?
This is a mini-unit that will take positioned within exploration of the Roaring Twenties before shifting gears to
the Great Depression.
- This is the second lesson of this unit and engages students in exploration of population changes during
the time period. Prior to this lesson, students were introduced to the time period while engaging in
practice of claim and evidence skills. Following this lesson, students will explore cultural changes of the
time period, specific historical context that influenced the time period, and then demonstrate their
understanding of the impact and significance of the time period through a comprehensive research and
presentation project.
Math (Statistics and Probability)
- M.8.SP.A.1 – Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or
negative association, linear association, and nonlinear association.
Social Studies (Geography)
1

Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping
Describe how and why students are
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy
Does this lesson involve co-
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
September 2021
- SS.Geog2.a.m – Analyze why populations increase or decrease in various regions throughout the world.
Analyze the distribution of population patterns at various scales (i.e., local, state, country, region).
Math
- I can create a scatter plot to represent population changes in Harlem over time.
o Students will be able to construct a scatter plot with attention to accuracy to explore population
changes over a period of time.
Social Studies
- I can identify and explain population trends in Harlem between 1910 and 1950.
o Students will be able to analyze population trends in Harlem in comparison to the greater NYC
population and explain their differences.
- Instruction: Students will observe the instructional presentation as a whole class to ensure that all
students are engaged in recalling understandings found in LP1 and activating background knowledge.
This presentation will provide all students with basic information that they will then build off of during
the Chart Activity.
- Chart Activity: Students will complete the Chart Activity independently or with a partner. ELs may be
able to lead while graphing the data and can engage in the analysis questions by writing or discussing
with their partner.
- Discussion: The wrap-up discussion will be in a whole-class setting. This will allow students to share as
they feel comfortable and hear conclusions that they may not have come to during their own analysis,
deepening understanding of the content for the whole class.
N/A
2
 Parallel Teaching; Supplemental;
Alternative; Team Teaching
Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
IEP Goals Relevant to Lesson (Add rows as necessary.)
Student
September 2021
Content: This content was incorporated into the curriculum to engage diverse learners through study of Black
history in America and engagement of interdisciplinary studies. Content addresses grade-level standards that are
in direct progression with prior learning experiences. Students are engaged in practice of essential Social Studies
inquiry practice and process skills, as well as mathematical skills.
Process: Students will receive introductory content instruction from the teacher with support from a slideshow,
providing language and visual support for students. The worksheet will be made available in varied languages as
necessary to ensure that content is comprehensible for all students. Students will have access to math support
and manipulatives as needed for kinesthetic support.
Product: Students will create a visual representation of the data to support understanding of changes in
population. Student analysis of population changes will be supported by the analysis question prompts, helping
students dig deeper and build a well-rounded understanding of the phenomena.
Environment: Students will be able to complete the chart activity independently or with a partner, providing
access to peers for support as necessary. The teacher will be available to provide additional support and pull
individual students or small groups as necessary to support learning. Students will be able to move about the
room as they please to find a comfortable and productive setting to complete work in. Classroom rules and
behavioral expectations will be put in place prior to this lesson and enforced as needed to maintain the
productive environment.
IEP Goal
3
Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment
Formative Assessment Math
- How will you monitor student - Students will be assessed on their ability to translate a data table into a scatter plot with attention to
learning throughout the lesson? axes, labels, scales, and titles through the creation of their scatter plot.
- Be specific about how your practice -
assessments connect directly with the Social Studies
lesson objective. - Students will be assessed on their understanding of population trends during the Harlem Renaissance
through the analysis questions within the activity worksheet.

Formative Evaluation Criteria

- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Student Name:
ロ Student identifies changes in Harlem population and draws conclusions as to why they occurred based on
understanding of historical context, prior knowledge, etc.
ロ Student identifies differences between Harlem and NYC populations and draws conclusions as to why
they occurred based on understanding of historical context, prior knowledge, etc.

4
September 2021
 Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
September 2021
Students will be summatively assessed on their progress towards the 4 social studies standards (from LPs 1-4)
addressed in this unit through their Harlem Renaissance Presentation Project. Students will be assessed on:
- Make a claim to the significance of the Harlem Renaissance, supported by evidence
- Identify and explain changes in population
- Identify and explain cultural changes and impact on society
- Identify and describe how historical context influences and is reflected in sources from a given time
period.
A fully detailed description of this assessment is presented in LP5.
Harlem Renaissance Presentation Project Rubric
Procedures
Opening
- Instruction: Students will be prompted to recall reasons why the Great Migration happened based on
what they learned during LP1 (push and pull factors).
o Students will observe a brief presentation about different areas of migration during the Great
Migration.
o The teacher will address the differences in the first and second waves of the Great Migration
(push and pull factors, cities migrated to, etc.).
During
5
 In this portion of the lesson, you will - Harlem Renaissance Population Activity: Students will analyze a data table demonstrating changes in
be letting go and letting students population in Harlem between 1910 and 1950.
engage in productive struggle; o Students may work independently or with a partner as desired or needed for peer support.
engaging in gradual release (“I do, we o Students will create a scatter plot to visually represent data about the black and white
do, you do”), inquiry, guided or populations in Harlem between 1910 and 1950.
independent practice, or other o Students will use their scatter plot as support to answer a variety of population analysis
learning methods. Please write what questions.
you are looking for in terms of: o Students will compare their created scatter plot to a plot representing the black and white
● Students’ thinking and how populations in NYC between 1910 and 1950.
they will start the lesson. o Students will answer several analysis questions to compare the populations in Harlem and in the
● Provide appropriate support rest of NYC.
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension Closing
End the lesson with a final review of - Discussion: Students will participate in a class-wide discussion of the analysis questions.
key ideas and knowledge. This is o Students will share things they noticed and found interesting during the chart activity.
where you have students talk about o Students will share their strategies for creating a visual representation of the data.
their thinking and share strategies o Students will be asked to consider what effects the changes in population had on the
with the whole class. It’s important environment in Harlem (culture, economy, laws, politics, etc.).
to name strategies and use academic o Students will be asked to consider whether they think the population changes during the Great
vocabulary here, extending the lesson Migration were temporary or long lasting, as well as what factors could have caused the Black
to broader ideas. population to continue increasing or start to decrease.
● Promote a community of
learners.

6
September 2021
 ● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Presentation: Harlem Renaissance Slides LP2
Resources or Materials Activity: Harlem Renaissance Population Activity
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and Computer, projector, writing supplies, blank paper, markers, crayons, colored pencils
Technology
- List all other supplies that need to
be available.

7
September 2021

Teacher Name: Ms. Corn
Target Content/Lesson Topic: Harlem Renaissance Thematic Unit
This lesson is for a(n) __X__ whole class
Essential Question
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing
- How does this lesson fit into the
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant grade-
level standard(s).
September 2021
Integrated Thematic Unit LP3
Grade Level: 8th
Date: 12/10/23
_____ small group _____ individual
Planning
- How have Black Americans contributed to the development of the American cultural identity
throughout history?
- How has artistic expression been used to create and reflect change throughout history?
- How is historical context reflected in primary and secondary sources?
This is a mini-unit that will take positioned within exploration of the Roaring Twenties before shifting gears to
the Great Depression.
- This is the third lesson of this unit and engages students in exploration of cultural changes during the
time period. Prior to this lesson, students were introduced to the time period while engaging in practice
of claim and evidence skills and explored changes in population during the time period. Following this
lesson, students will explore specific historical context that influenced the time period, and then
demonstrate their understanding of the impact and significance of the time period through a
comprehensive research and presentation project.
ELA (Reading)
- R.5.8 – Explain how claims in a text are supported by relevant reasons and evidence, identifying which
reasons and evidence support which claims. (RI)
Social Studies (Behavioral Sciences)
1

Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping
Describe how and why students are
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
September 2021
- SS.BH2.a.m – Summarize the role culture plays in personal and group behavior. Categorize factors that
contribute to cooperation and conflict among peoples of a country and/or the world (i.e., culture,
language, religion, political beliefs).
ELA
- I can identify claims and supporting evidence in an informational text.
o Students will be able to confirm or deny the validity of a claim based on supporting evidence
from the text.
Social Studies
- I can describe how culture was impacted by the Harlem Renaissance.
o Students will be able to describe cultural aspects and changes during the Harlem Renaissance,
experienced through art, literature, politics, etc.
- Brain Dump: Students will complete the brain dump as a whole class. This will give all students an
opportunity to share their ideas in a low-stakes, unassessed setting. Students will support each other in
activation of prior knowledge through sharing of ideas, setting all students up with a basis of
understanding before moving into the learning activity.
- Anticipation Guide Pre-Reading: Students will complete the pre-reading portion independently. This
section is not assessed and is simply an opportunity for students to demonstrate their understanding
before taking in information that will build upon their understanding. Each student will be able to
individually go back and see how their personal understanding and perspective changes before and after
reading.
- Reading: Students may read the text independently or with a partner as desired or needed for peer
support. This will ensure that all students receive the information regardless of reading level. ELs will
be able to develop understanding through discussion and interaction with peers for support.
- Anticipation Guide Post-Reading: Students will complete the post-reading portion independently.
Again, this is to provide every student with an opportunity to see how their understanding and
perspective evolved based on the reading. Students may access peers and the teacher for support
developing and clarifying understandings as needed during this time.
2
 - Discussion: Students will participate in a whole-class discussion of their post-reading stances. Student
sharing is optional during this time, allowing students to choose whether or not to share based on
comfort/confidence level. Students may share their ideas with a peer who is willing to share for them.
- Written Response: Students will independently complete the written response portion of the
anticipation guide. This will give each student the opportunity to demonstrate progress towards the
learning target independently, while still providing access to support from peers and the teacher as
needed. This response will be completed after the class discussion, allowing students to learn from each
other to strengthen understanding.

Co-Teaching Strategy N/A

Does this lesson involve co-
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching
Differentiation Content: This content was incorporated into the curriculum to engage diverse learners through study of Black
Describe how you will meet history in America and engagement of interdisciplinary studies. Content addresses grade-level standards that are
individual students’ needs by in direct progression with prior learning experiences. Students are engaged in practice of essential Social Studies
adjusting the content, process, inquiry practice and process skills, as well as ELA skills.
product, and environment based on
their readiness, interests, and learning Process: Students will work as a whole class to create a brain dump of details about the Harlem Renaissance,
preferences. providing students with multiple exposures and repeated discussion of topics. The text and worksheet will be
made available in varied languages as necessary to ensure that content is comprehensible for all students.

Product: Students will be supported by the 3-Level Guide while reading a high level text. This allows all
students to access the information in the text, despite its advanced level, by providing students with cues to
look for and pay attention to while reading.

Environment: Students will be able to read independently or with a partner, providing access to peers for
support as necessary. The teacher will be available to provide additional support and pull individual students or
small groups as necessary to support learning. Students will be able to move about the room as they please to

3
September 2021
 find a comfortable and productive setting to complete work in. Classroom rules and behavioral expectations
will be put in place prior to this lesson and enforced as needed to maintain the productive environment.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

4
September 2021

Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the Social Studies
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
September 2021
Assessment
ELA
- Students will be assessed on their ability to identify supporting evidence from the text to support each
claim, as well as the quality of the evidence they provide, based on the anticipation guide.
- Students will be assessed on their understanding of the cultural changes during the Harlem Renaissance
based on their written response.
Student Name
Student provides evidence that logically and 1 2 3 4 5
appropriately supports the claim
Student describes cultural changes during the Harlem Y/N
Renaissance
Students will be summatively assessed on their progress towards the 4 social studies standards (from LPs 1-4)
addressed in this unit through their Harlem Renaissance Presentation Project. Students will be assessed on:
- Make a claim to the significance of the Harlem Renaissance, supported by evidence
- Identify and explain changes in population
- Identify and explain cultural changes and impact on society
- Identify and describe how historical context influences and is reflected in sources from a given time
period.
A fully detailed description of this assessment is presented in LP5.
Harlem Renaissance Presentation Project Rubric
5

Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
independent practice, or other
learning methods. Please write what
you are looking for in terms of:
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
September 2021
Procedures
Opening
- Brain Dump: Students will do a brain dump of what they have learned so far about the Harlem
Renaissance.
o Students will share changes in population, cultural aspects, push and pull factors, etc.
o The teacher will draw attention to the abundance of ideas that contribute to development of
culture, and prompt students to consider why these aspects were so prominent in Harlem
during this time.
During
- Reading: New York City: The Harlem Renaissance and Beyond
o Students will read an informational text about cultural changes during the Harlem Renaissance.
o Students may read independently or with a partner as desired or needed for peer support.
o The teacher will circle the room and use questioning to check for student understanding and
offer support as needed.
- Anticipation Guide: Students will decide if they agree with/believe in several key claims about black
culture during the Harlem Renaissance.
o Pre-Reading: Responses are not graded or judged in any way, so students should complete them
independently. This is just to see what students may know or believe before receiving
information that will build upon their understanding.
o Post-Reading: Students will revisit each claim and revise their decision to agree or disagree
based on new understandings formed during the reading. Students must provide textual
evidence to support each claim by either highlighting or underlining supporting information
within the text.
6
 This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension Closing
End the lesson with a final review of - Discussion: Students will share their post-reading stances and the evidence they found within the text
key ideas and knowledge. This is to support their stance.
where you have students talk about o Students will be prompted to consider ways that their own culture is impacted by the current
their thinking and share strategies state of our local/national/global context and environment.
with the whole class. It’s important - Written response: Students will then independently complete the written response on the activity
to name strategies and use academic worksheet.
vocabulary here, extending the lesson o The teacher will circle the room and use questioning to support students as needed.
to broader ideas. ▪ Who were prominent creatives in Harlem?
● Promote a community of ▪ Was there a sense of community in Harlem?
learners. ▪ What were relations like between races?
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.

7
September 2021
 Curricular and Instructional Reading: New York City: The Harlem Renaissance and Beyond
Resources or Materials Activity: Anticipation Guide
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and Computer, projector, writing supplies, white board & markers
Technology
- List all other supplies that need to
be available.

8
September 2021

Teacher Name: Ms. Corn
Target Content/Lesson Topic: Harlem Renaissance Thematic Unit
This lesson is for a(n) __X__ whole class
Essential Question
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing
- How does this lesson fit into the
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant grade-
level standard(s).
September 2021
Integrated Thematic Unit LP4
Grade Level: 8th
Date: 12/10/23
_____ small group _____ individual
Planning
- How have Black Americans contributed to the development of the American cultural identity
throughout history?
- How has artistic expression been used to create and reflect change throughout history?
- How is historical context reflected in primary and secondary sources?
This is a mini-unit that will take positioned within exploration of the Roaring Twenties before shifting gears to
the Great Depression.
- This is the fourth lesson of this unit and engages students in exploration of specific historical context
that influenced the time period. Prior to this lesson, students were introduced to the time period while
engaging in practice of claim and evidence skills and explored changes in population and culture during
the time period. Following this lesson, students will demonstrate their understanding of the impact and
significance of the time period through a comprehensive research and presentation project.
ELA (Language)
- L.8.3 – Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. Determine the denotative, connotative, and figurative meanings of words and phrases used
in texts; when words have similar denotations, be able to describe differences in connotation and their
impact on meaning and tone. Analyze the impact of specific word choice on meaning and tone,
including analogies or allusions to other texts.
Social Studies (History)
1

Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping
Describe how and why students are
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy
Does this lesson involve co-
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
September 2021
- SS.Hist4.a.m – Explain how the historical context (situation) influences a primary or secondary source.
ELA
- I can determine the meaning of a poem based on understanding of figurative language and word
choice.
o Students will be able to use understanding of figurative language and word choice to determine
the meaning of a poem.
Social Studies
- I can describe how historical context is reflected in poetry.
o Students will be able to explain how the historical context of the Harlem Renaissance influences
or is presented in poetry from that era.
- Opening: Students will participate in discussion of the novel as a whole class to provide all students to
share and hear from other students about personal understandings and interpretations of the literature.
The discussion will be an opportunity for students to connect the literature to what they have been
learning and exploring during class lessons.
- Document-Based Analysis: Students will complete the document-based analysis independently. This
will ensure that students are drawing their own conclusions and understandings from the reading and
will give the teacher an opportunity to check in with students independently to gauge understanding
and provide support.
- Socratic Seminar (Fishbowl): Students will be split into small groups for the fishbowl activity. This will
allow students to only analyze 1 poem instead of 3 and ensures that every student gets an opportunity
to share their thoughts if they desire to. While listening to the other fishbowls, students will be able to
observe analysis conducted by their peers which will support their own analysis process and
understanding of the literature.
N/A
2
 -One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching
Differentiation Content: This content was incorporated into the curriculum to engage diverse learners through study of Black
Describe how you will meet history in America and engagement of interdisciplinary studies. Content addresses grade-level standards that are
individual students’ needs by in direct progression with prior learning experiences. Students are engaged in practice of essential Social Studies
adjusting the content, process, inquiry practice and process skills, as well as ELA skills.
product, and environment based on
their readiness, interests, and learning Process: Students will engage in repeated readings of their selected poem, providing language and visual
preferences. support for students. The poem text and analysis organizer will be made available in varied languages as
necessary to ensure that content is comprehensible for all students.

Product: Students will be supported by the analysis graphic organizer while completing analysis of the poem,
which is advanced and uses figurative language. This allows all students to access the poem, despite its
advanced level, by providing students with cues to look for and pay attention to while reading. Students will be
assessed on skills on a micro level, allowing maximum opportunity to demonstrate growth. Students may
choose to write a 2 paragraph response to the discussion prompts in place of participating in one of the
fishbowl discussions, providing multiple ways for students to participate and demonstrate growth.

Environment: Students will be able to complete their analysis independently or with a partner, providing access
to peers for support as necessary. The teacher will be available to provide additional support and pull individual
students or small groups as necessary to support learning. Students will be able to move about the room as they
please to find a comfortable and productive setting to complete work in. Classroom rules and behavioral
expectations will be put in place prior to this lesson and enforced as needed to maintain the productive
environment.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

3
September 2021
Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment
Formative Assessment ELA
- How will you monitor student - Students will be assessed on their ability to use understanding of figurative language and word choice to
learning throughout the lesson? determine the meaning of a poem through the completion of their document-based analysis.
- Be specific about how your practice
assessments connect directly with the Social Studies
lesson objective. - Students will be assessed on their ability to recognize historical context within a poem through
discussion during the fishbowl.

Formative Evaluation Criteria

- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Student Name
ロ Student response reflects understanding of what the text says literally and inferentially
ロ Student response reflects listening to others
ロ Student explains why they agree or disagree with other students with support from the text
ロ Student response is well thought out and reflects comprehension of text

4
September 2021
 Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
September 2021
Students will be summatively assessed on their progress towards the 4 social studies standards (from LPs 1-4)
addressed in this unit through their Harlem Renaissance Presentation Project. Students will be assessed on:
- Make a claim to the significance of the Harlem Renaissance, supported by evidence
- Identify and explain changes in population
- Identify and explain cultural changes and impact on society
- Identify and describe how historical context influences and is reflected in sources from a given time
period.
A fully detailed description of this assessment is presented in LP5.
Harlem Renaissance Presentation Project Rubric
Procedures
Opening
- One Last Word: Throughout the unit, students will have been reading excerpts from “One Last Word”
by Nikki Grimes. This is collection of Harlem Renaissance poetry (primary sources), with “golden
shovel” poems by Nikki Grimes mixed in throughout (secondary sources) formatted for children’s
literature.
o Students will share about the book, poems that stood out to them, things they liked and
disliked.
o Students will be prompted to consider ways that the historical context and culture surrounding
the Harlem Renaissance was represented in the poems.
During
- Document-Based Analysis: Students will conduct an analysis of one of the poems from the book.
5
 In this portion of the lesson, you will o Poem choices: We Wear the Mask by Paul Laurence Dunbar, Mother to Son by Langston Hughes,
be letting go and letting students or The Minor Key by Clara Ann Thompson.
engage in productive struggle; o Poems should be distributed evenly so that roughly the same number of students analyzes each
engaging in gradual release (“I do, we poem. Even groups will be necessary later on.
do, you do”), inquiry, guided or o Students will be given time to read through their selected poem and complete the analysis
independent practice, or other organizer.
learning methods. Please write what o Students should work independently, as the organizer is asking them to explore their own
you are looking for in terms of: perspective and interpretation of the poem.
● Students’ thinking and how o The teacher will circle and use questioning to check for understanding and provide support as
they will start the lesson. needed.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension Closing
End the lesson with a final review of - Socratic Seminar (Fishbowl Style): Students will participate in small fishbowl discussions to respond to
key ideas and knowledge. This is the prompts “In what ways are the historical context and culture of the Harlem Renaissance present in this poem?” or
where you have students talk about “How does the historical context of the Harlem Renaissance influence the craft of this poem?”.
their thinking and share strategies o Students will be split into 3 groups based on their chosen poem.
with the whole class. It’s important o Each group will be given 5 minutes to discuss and respond to the prompts. Questions (outlined
to name strategies and use academic below) will be asked by the teacher as needed to keep discussion moving.
vocabulary here, extending the lesson
to broader ideas. Guiding Questions:
● Promote a community of - We Wear the Mask
learners. o Explain how everyone wears a mask from time to time, and often in public.

6
September 2021
 ● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional
Resources or Materials
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and
Technology
- List all other supplies that need to
be available.
September 2021
o Historically, what masks would the poet Dunbar probably had to wear? Do the masks change
over time or not? How?
- Mother to Son
o Why do you think the author had the speaker/narrator’s words sound like everyday speech?
o What is the narrator comparing life to for her son? Why?
o What is her advice to her son? Why do you think she feels the need to offer it?
- The Minor Key
o What does the narrator lament about life?
o How do we know the faith of the speaker is important? Find a key quote to support your
assertion.
o What is the theme of the poem?
Book: One Last Word by Nikki Grimes
Documents: Harlem Renaissance Poems (We Wear the Mask by Paul Laurence Dunbar, Mother to Son by
Langston Hughes, The Minor Key by Clara Ann Thompson)
Activity: Poem Analysis Graphic Organizer
Computer, projector, dictionaries (or student access to computer), writing supplies
7

Teacher Name: Ms. Corn
Target Content/Lesson Topic: Harlem Renaissance Thematic Unit
This lesson is for a(n) __X__ whole class
Essential Question
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing
- How does this lesson fit into the
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant grade-
level standard(s).
September 2021
UWP Lesson Plan Template
Grade Level: 8th
Date: 12/10/23
_____ small group _____ individual
Planning
- How have Black Americans contributed to the development of the American cultural identity
throughout history?
- How has artistic expression been used to create and reflect change throughout history?
- How is historical context reflected in primary and secondary sources?
This is a mini-unit that will take positioned within exploration of the Roaring Twenties before shifting gears to
the Great Depression.
- This is the fifth and final lesson of this unit and engages students in demonstrating their understanding
of the impact and significance of the time period through a comprehensive research and presentation
project. Prior to this lesson, students were introduced to the time period while engaging in practice of
claim and evidence skills, explored changes in population and culture during the time period, and
explored specific historical context that influenced the time period
- SS.Inq3.a.m – Develop a debatable and defensible claim based upon the analysis of sources.
- SS.Geog2.a.m – Analyze why populations increase or decrease in various regions throughout the world.
Analyze the distribution of population patterns at various scales (i.e., local, state, country, region).
- SS.BH2.a.m – Summarize the role culture plays in personal and group behavior. Categorize factors that
contribute to cooperation and conflict among peoples of a country and/or the world (i.e., culture,
language, religion, political beliefs).
- SS.Hist4.a.m – Explain how the historical context (situation) influences a primary or secondary source.
1
 Learning Target(s) and Learning
Objective(s)
- Choose your learning target(s) and
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping
Describe how and why students are
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
- I can create a presentation to demonstrate what I’ve learned about the Harlem Renaissance.
o Students will be able to create an overview of their learning in this unit to demonstrate
summative progress towards unit standards.
- Gallery Walk: Students will participate in the gallery walk as a whole class. This will allow students to
socialize and discuss the art/artists with their classmates as they observe, which will support students in
feeling confident in their understanding and knowledge needed to complete the project. The teacher
will use questioning to help students determine which subjects they feel most confident/knowledgeable
about.
- Presentation Project: Students will conduct research and create their presentations independently, but
they are able to use peers and the teacher as a resource for support gathering information and crafting
the presentation. This ensures that each student is able to independently demonstrate their progress
towards the unit standards on this summative assessment, but still have access to support during the
process.
- Presentation: Students will individually share their presentations, but students may choose to present
during class for all of their peers, to a smaller group of peers (2-3 students), or privately to the teacher
during intervention period. This ensures that all students will be able to comfortably demonstrate their
development without the added stress of peer perception. If requested, students may choose to have a
peer stand with them while presenting for comfort and/or language support.

Co-Teaching Strategy N/A

Does this lesson involve co-
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.

2
September 2021
 -One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching
Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
IEP Goals Relevant to Lesson (Add rows as necessary.)
September 2021
Content: This content was incorporated into the curriculum to engage diverse learners through study of Black
history in America and engagement of interdisciplinary studies. Content addresses grade-level standards that are
in direct progression with prior learning experiences. Students are engaged in practice of essential Social Studies
inquiry practice and process skills, as well as ELA skills.
Process: Students will be able to access materials from prior lessons in this unit to support their completion of
the final project. Materials/resources will be available in varied languages as needed for language support to
provide comprehensible content for all students. Students will have extensive time in class and additional time
outside of class (during intervention or in other settings) to complete their final project. Students will have
access to peers and the teacher for support of high-quality work. The teacher will check each students note
catcher and research before approving them to move on to the creation of the presentation, ensuring that all
students receive feedback throughout the process on how to improve.
Product: Students will be able to choose the topic of their final project, allowing students to explore something
that is interesting or relatable to them. Students will be able to create their final project in the format of their
choice, allowing students to choose a format that they feel comfortable and confident working with or
challenging themselves to use an unfamiliar or more creative format. Students will be able to use a variety of
primary/secondary sources (artwork, writing, videos, music, etc.) to enhance their final project and
demonstrate understanding of the topic.
Environment: Students will be able to work on their final project in and outside of class. Students will be able
to choose which audience they are presentation to, whether that be the whole class, a small group of peers, or
the teacher privately. The teacher will be available to provide additional support and pull individual students or
small groups as necessary to support learning. Students will be able to move about the room as they please to
find a comfortable and productive setting to complete work in. Classroom rules and behavioral expectations
will be put in place prior to this lesson and enforced as needed to maintain the productive environment.
3
 Student
Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s)
Supports for English Language Learners (Add rows as necessary.)
Student
Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
September 2021
IEP Goal
Required Accommodation/Modification
Necessary Supports (e.g., Sheltered English strategies, grouping strategies)
Assessment
Students will be formatively assessed during this lesson on the completion of their note catcher. Before they are
able to move on to actually constructing their presentation, each student will have their note catcher checked
by the teacher. The teacher will approve them to move on or provide prompts/hints to support students in
elaborating and/or strengthening understanding.
Student name:
ロ All bolded/required information is provided
ロ Provided information is high quality and factual
ロ Student has identified a historical figure and one of their works to focus on
4
 Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
September 2021
Students will be summatively assessed on their progress towards the 4 social studies standards (from LPs 1-4)
addressed in this unit through their Harlem Renaissance Presentation Project. Students will be assessed on:
- Make a claim to the significance of the Harlem Renaissance, supported by evidence
- Identify and explain changes in population
- Identify and explain cultural changes and impact on society
- Identify and describe how historical context influences and is reflected in sources from a given time
period.
A fully detailed description of this assessment is presented in LP5.
Harlem Renaissance Presentation Project Rubric
Procedures
Opening
- Gallery Walk: Students will participate in a gallery walk of famous art from the Harlem Renaissance.
o Students will observe a collection of famous visual art, music, poetry, etc. from the Harlem
Renaissance.
o Each student will select 1 artist as the focus for their Harlem Renaissance Presentation Project.
o During this time, the teacher will check in with each individual student to make note of their
selected figure and ensure that it is a good fit for the student. The teacher will ask questions to
check for student understanding of the figure/art based on historical context of the time
period.
During
5
 In this portion of the lesson, you will - Presentation Project: Students will create a presentation to demonstrate their understanding of the
be letting go and letting students Harlem Renaissance and its lasting impact on American culture.
engage in productive struggle; o Students will choose their preferred format to present their information.
engaging in gradual release (“I do, we o Students will work independently to complete this project but have access to support from
do, you do”), inquiry, guided or peers and the teacher as needed.
independent practice, or other o Direction Sheet
learning methods. Please write what o Students will have this instructional time plus extra time in/outside of class as needed to
you are looking for in terms of: complete their project.
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.
This is where you will be suggesting
or modeling specific strategies
and helping students choose which
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension Closing
End the lesson with a final review of - Presentation: Students will share their presentation with the teacher and/or other students.
key ideas and knowledge. This is o Once their presentation is completed, the student will have the choice to present during class to
where you have students talk about their peers, to a smaller group of peers (2-3 students) during intervention period, or privately to
their thinking and share strategies the teacher during intervention period.
with the whole class. It’s important
to name strategies and use academic
vocabulary here, extending the lesson
to broader ideas.
● Promote a community of
learners.

6
September 2021
 ● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.
Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Harlem Renaissance Presentation Project Direction Sheet
Resources or Materials Harlem Renaissance Presentation Project Rubric
- List and provide a brief rationale Harlem Renaissance Presentation Project Note Catcher / Research Packet
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and Computers, projector, writing supplies, poster paper, markers, crayons, colored pencils, glue, tape, printer,
Technology scissors
- List all other supplies that need to
be available.

7
September 2021