Lesson Plan 1

I.                    Instructor Notes

A.     Grade level: 6^th Grade

Description: The lesson will incorporate social studies, language arts, visual art and music.  It will provide background information about the Harlem Renaissance that will serve to pique the interests of the students.  The activity that follows the lecture is a brainstorming session in small groups, intended to develop the student’s ideas and interests.  Following the brainstorming session, the students will work in pairs to research and write reports on the visual art from the Harlem Renaissance.

B.     Standards

Social Studies: State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Standards: 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.

State Goal 18: Understand social systems, with an emphasis on the United States.

Standards: 18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture.  18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.

Language Arts: State Goal 4: Listen and speak effectively in a variety of situations.

Standards: 4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.  4.B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict.

Visual Art:  State Goal 27: Understand the role of the arts in civilizations, past and present.

Standards: 27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.

C.    Teacher Activities:

1.      The teacher will lecture for 10 minutes on the history and significance of the Harlem Renaissance.  The teacher will introduce visual aids such as reproductions of paintings and photographs from the era.  The students will be instructed to listen to the presentation and begin to think about why the Harlem Renaissance is important and how the era relates to today.  The teacher will suggest the students take short, simple notes, writing down names of artists or artworks they find interesting and may want to explore more in depth.

2.      The teacher will explain the lecture is an introduction to the material, and that it will lead to the students researching and writing an essay on the Harlem Renaissance.

3.      After the lecture, the teacher will take 10 minutes and direct the class in a question and answer session.  The students will be encouraged to ask questions about the material presented in the lecture.  The teacher will either answer the question, or make suggestions on how the student can go about researching for the answer to the question.

If the class has never brainstormed before, the teacher should skip the question and answer period and use that time to instruct the class how to brainstorm in a small group. 

D.    Student Activities:

1.      The teacher will then divide the class into 5 groups 6 students.  The teacher should have the class divided according to ability prior to class time, in order to facilitate learning and to save time.  Each group should include one above average exceptional learner and one below average exceptional learner, so the students can act as peer tutors.  The groups will be instructed to meet in designated areas once they are informed who is in each group.

2.      Once the students are in their groups, the teacher will inform the students their roles.  Only two roles per group are needed, which are recorders.  Two students in each group will act as recorders, writing down what the groups discuss.  (After the brainstorming session, the teacher will Xerox the recorders’ notes for the other members of the group.)

3.      The teacher will hand out a student master (see below) to each student, although only the recorders will use them during the brainstorming session.

4.      The teacher will divide the materials from the presentation—photographs, books, images, etc., between the groups.

5.      The teacher will instruct the groups to begin brainstorming.  The groups will brainstorm about the information they heard in the lecture.  The groups will discuss topics they find interesting and may consider researching for an essay.

6.      During the brainstorming session, the teacher will visit each group at least once, listening to their progress.  If the groups need help or have questions, the teacher should help them think of interesting topics and ideas about the Harlem Renaissance.

7.      The brainstorming session should last no more than 15 minutes. Near the end of the session, the teacher will instruct each student to write one word, term, or sentence about the aspect of the Harlem Renaissance they find most interesting and that they will want to research further.

8.      The teacher will collect the students’ topics and use them to pair the students together depending on similar topic choice and ability after the lesson has ended.

E.     Assessment Activities:

1.      The assessment is the report generated by the students, due at the end of two weeks.  (The lesson plans between no and then will help develop and enrich their reports.  There will be additional assessment activities as well.)

2.      The teacher will pair the students with another student who shared a similar interest in a topic for their report on the Harlem Renaissance.

3.      The teacher will place the exceptional students in with a student who can act as a peer tutor.

4.      The teacher will instruct the students to write a 4 page report on their topic of interest about the visual arts from the Harlem Renaissance.

5.      Each student will write their own report, but will be paired with a research and writing partner.  The teacher will instruct the pairs of partners to visit the library together and help edit each others’ papers.  The students will read each others’ papers and make suggestions on how to improve their writing or content. 

6.      The report will be due one week from the date of the lecture and brainstorming session.

See rubric below

F.     Homework: The teacher will instruct the class to read a selection of their textbook or a copy-packet about the Harlem Renaissance.  The reading selection will offer an in depth look to the Harlem Renaissance that compliments the lecture the teacher gave in the lesson.

The reading selection will be a general overview of the era and will not be limited to the students’ chosen topics.  The teacher will encourage the students to read the selection, and to think about the era and how it related to today’s culture.  The homework is fairly open since it is the first in the thematic unit.  It is intended to get the students interested in the period.

See rubric below

G.    Adaptation for Exceptional Students:

Jason: Jason is an energetic, rambunctious 6^th grader.  His reading ability is well above average, his writing ability is average, but his math skills are well below average.  Yet, even when he reads and writes, he does not remain in his seat longer than a few minutes, taking short breaks by walking around the room, ‘exploring’.  His inability to control his attention affects every skill, including science and social studies.  His breaks allow him to avoid work he does not desire to do.  Group work is even more difficult, since his behavior often disrupts other students’ concentration.

The Cognitive/Strategies model: use direct instruction; teachers and TA’s will help monitor behavior; emphasize self-management and self-task.  Do not emphasize or criticize for minor errors such as spelling or grammar.  Ensure he understands material and has good ideas.   Make sure Jason is sitting near the back of the room, unable to distract other students from the lecture.  During the lecture walk by Jason’s desk at least once every minute or so, making eye contact with him and acknowledging his presence so he will remain seated.  When placing students into groups, Jason should be paired with Jane’s group.  Have his group meet near the back of the room, in the corner where there are very few distractions.  When handing out the books and materials, give him a book with a lot of text and direct him to research that book.  The teacher’s aid #1 will make frequent visits to Jason’s desk to keep him on task and paying attention.  TA will ask him questions to ensure he understands his responsibility. 

Jenny:  Jenny is an attentive student who excels in every subject.  She continually performs above average and routinely gets bored when not challenged.  She works well with other students but can on occasion be too controlling and not let other students think for themselves.

Assign Jenny to be the recorder in the group.  Allow her to lead the team discussion but make sure she does not dominate.  When she is choosing her topic, make sure she finds something interesting and challenging.  Encourage her to find a topic that involves in depth research or additional reading.  Offer verbal praise for her work ethic and ability to take on additional work.  Continually stop by her group to encourage discussion and prevent her from dominating the group.

H.    Word Bank:

Self-portrait:  a work of art that depicts the artist

Lithograph: print made by drawing on limestone with a greasy material and transferring it to paper.

Jazz: American music that uses improvisation and rhythm.

Pan-Africanism: a movement that seeks to unite and promote the welfare of all people identified with or claiming membership of the black or African race.

Harlem: a district in the borough of Manhattan, New York City.

I.        Equipment and Materials:

Pens/pencils

30-50 pieces of ruled paper

Posters, photographs and images from the Harlem Renaissance

Books about the Harlem Renaissance

Reading selection—either from textbook or copy packet

II.                  Student Masters: See below

III.                Bibliography:

Driskell, David C. (1976).  Two Centuries of Black American Art.  New York:

Alfred A. Knopf. 

Kirschke, Amy Helene (1995).  Aaron Douglas: Art, Race, and the Harlem

Renaissance.  Jackson: University Press of Mississippi.

Patton, Sharon F.  (1998).  African-American Art.  Oxford: Oxford University

Press.

Reynolds, Gary A., and Beryl J. Wright (1989).  Against the Odds: African-

American Artists and the Harlem Foundation.  New Jersey: The Newark

Museum.

Watson, Steven (1995).  The Harlem Renaissance: Hub of African-American

Culture, 1920-1930.  New York: Pantheon Books.

Rubric

A = 80 - 64

B = 63 - 47

C = 46 - 30

D = 29 - 18

F = 17 or below

Student Masters

Definition:

Brainstorming—a concerted effort to discuss, think about and develop ideas about a topic. 

Questions to think about during Brainstorming:

What interests you about the visual arts from the Harlem Renaissance?

Imagine what the artists were thinking about when they created the artworks.

In what ways might the Harlem Renaissance be related to today?

As you brainstorm in your group and individually, write down short notes and information that relate to your chosen topic.

Questions to think about during Lecture:

What is the lecture about? 

Who is in the lecture?

Where did the events take place?

When did they take place—in what order?

Why is the information important or useful?