‘Name: Jessica Whitcomb

Date: 11/30/16

Grade Level: 11 Content Area: U.S. HistoryContent Standards:11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920sStandard 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 Standard:CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

CCSS.ELA-LITERACY.WHST.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

CA ELD Standard:A. Collaborative2. (Interacting via written English) Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.B. Interpretive8. (Analyzing language choices) Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.C. Productive10. Writing a. Write longer and more detailed literary and informational texts (e.g., an argument about free speech) collaboratively (e.g., with peers) and independently by using appropriate text organization and register.

English Language Proficiency Level:

Bridging (2 students total)

Time: 100 minutes Content Lesson Target/Objective:Students will be able to explain how the writers of the Harlem Renaissance reacted to American society of the 1920s

Language Target/Objective:Students will read & interpret the writings of 2 Harlem Renaissance authors. Students will be able to summarize the main idea & supporting details presented in each primary source. Students will be able to produce their own written work & interpret each other’s poems in order to answer questions about the texts.

Do Now:Time: 2:05-2:10

Students respond to quote projected on screen through PowerPoint:“The best of humanity's recorded history is a creative balance between horrors endured and victories achieved, and so it was during the Harlem Renaissance.” ― Aberjhani

Think-Pair-Share: students share their responses to the quote & try to find connections between the quote & the culture of the 1920sTeacher writes student responses on whiteboard

Student Friendly Objective:

Students will be able to read & interpret the writings of the Harlem Renaissance Create a poem in a similar style to that of the Harlem Renaissance that reflects

people’s attitudes in regard to one or more of the cultural/social conflicts

I do:Time: 2:10-2:25

Review of Social/Cultural Conflicts & Introduction to Harlem Renaissance Writers In the previous class, students & teacher created a master list (Word Wall) of the

social & cultural conflicts/problems of the 1920s i.e. lynching & racism, women’s rights, Prohibition, etc. This list is on poster paper hanging on the wall of the classroom throughout the entire unit.

Teacher reminds class of the issues that are listed & explains that they will be referring to these later in the lesson

Teacher asks students if there are any issues which are not clear to them or if there are any missing from the master list (Checking For Understanding)

Teacher proceeds with PowerPoint including biographical information on Harlem Renaissance authors Langston Hughes & Claude McKay. Teacher explains that they will be reading their poems today in class. PowerPoint includes images & essential vocabulary/terms are bolded & italicized throughout.

Teacher asks for any questions regarding the material she just introduced. (Checking For Understanding)

Last slide of Powerpoint is the directions for the next activity. Teacher calls on students randomly to read directions aloud as she passes out the graphic organizer & 2 poems.

We do:Time:

Reading & Interpreting 1st Poem Together Teacher reads “Mother to Son” poem aloud while students follow along Students read “Mother to Son” aloud to each other in pairs Teacher guides students through the first line of the graphic organizer, helping

the students find the answers for each of the boxes (modeling)

You do:Time:

Reading & Writing Poems Students work in pairs to read “On Broadway” poem & fill out graphic organizer Students work individually to create their own poem in a similar style to that of

the ones they just read, referencing one or more of the social issues discussed previously (also on Word Wall) --- students may use their Chromebooks to look for more examples of Harlem Renaissance poems if they choose

Students work in groups of 3 to trade their poems with each other, students read the poems & fill out graphic organizer for 2 of their peers’ poems ---students may either write their poems by hand or type into a Google Doc on their Chromebooks & “share” their poems with their group members

Exit Ticket/Closure:Time:

Share-Out Each group will choose 1 poem to read aloud to the rest of the class (cannot be

the one that belongs to the person reading it) Answers to graphic organizer are reviewed (Checking for Understanding) Social issues & its relation to the poetry is reviewed in a class discussion(Checking

for Understanding)

GRAPHIC ORGANIZER

Lesson Objectives: Students will be able to read & interpret the writings of the Harlem Renaissance. Students will create a poem in a similar style to that of the Harlem Renaissance that reflects people’s attitudes in regard to one or more of the cultural/social conflicts

Directions: Read each poem aloud with a partner. We will read the first poem together. For each poem you read, find the main idea and write this in a complete sentence in the 1st box. For the 2nd box, pull 3-4 words or phrases from the poem that you think are important to the author’s feelings or argument. For the 3rd box, explain in your own words how the author of the poem reacted to the problems of American society in the 1920s (use examples from our Word Wall). After you have created your own poem, trade poems with 2 of your classmates & answer the questions in the bottom half of the chart using your classmates’ poems. After you have completed the chart, please choose one poem to read aloud to the class.

Main/Central Idea(1 Sentence)

Key Details(3-4 words or phrases)

How did this writer react to the cultural/social problems of American

society?(1-2 Sentences)

“Mother to Son”

“On Broadway”

Student Poem 1

Student Poem 2