Mike’s student from the field: "Jason" is an energetic, rambunctious 6^th grader. He has ADHD with a mild learning disability. His reading ability is well above average, his writing ability is average, but his math skills are well below average. However, it is difficult to test his daily math abilities as he rarely sits still. He does not seem depressed or temperamental, nor is he violent towards any classmates. Generally, he smiles and reveals a good mood. He is not a discipline problem, since all he ever does is wander off but bothers no one. 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.

Larry: Larry is educable mentally retarded but his disability is compounded by the fact he is extremely socially disadvantaged. He has low scores in all subjects, and does not have the ability to read. He is constantly distracted, which causes discipline problems. He has been described as depressed and apathetic. No doubt, his social skills are far below average as well. (Larry has few strengths mentioned in the text)

David: David has average abilities in every subject area but lags behind in academic performance. He has difficulty paying attention, concentrating, staying still, and listening to directions as he has a learning disability.

Karl: Karl is identified as a student with mild mental retardation.  He has difficulty recalling content information from reading and listening, he also has poor social skills.  

Jose: Jose is identified as a student with learning disability.  His strength is
the ability to engage in long conversations about a variety of topics, but he
has difficulty putting ideas into written language.  He could be allowed to
lead the brainstorming session within his group.  Instead of writing he could be allowed to draw pictures of the subjects that interest him and/or he could give the teacher an oral report.

Debbie: Debbie is identified as a student with ADHD.  Debbie has poor social skills, she is impulsive and she has difficulty following classroom rules. She also acts up in not only in the classroom but also in the hallways, cafeteria and library and she has difficulty waiting for the teachers help.  

Grade level: 6^th Grade

Description: The lesson 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.

Standards:

Illinois State Goal 18: Understand Social Systems, with an emphasis on the United States.

C. Understand how social systems form and develop over time.

18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.

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.

4. 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.

5. 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.)

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

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

8. 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.

9. 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.

10. 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.

11. 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.

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.

Mike’s student: 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 is understanding his responsibility.

Larry: Sit Larry near the front of the room when giving the lecture so he can feel your presence and concentrate. Give him the "Questions To Think About During Lecture" paper (see below). Assign him to Lori’s group and make sure they are sitting next to each other during their brainstorming session. After the session, have a TA spend some time with Larry trying to decide what topic he is interested in. If he cannot think of a topic, assign him one with a general overview that he can research using videos or simple text books with pictures (due to his inability to read). Since he cannot write, inform him he only has to give an oral report to the class.

David: Make sure David is sitting near the back of the room, apart from Jason, unable to distract other students from the lecture. During the lecture walk by David’s desk at least once every minute or so, making eye contact with him and acknowledging his presence so he will remain seated. Assign him to Donna’s group and ensure they are seated next to each other during the brainstorming session. After the session, make sure he has a topic he is interested in. Spend some extra time with him trying to find a topic is can get excited about. Give him leverage and allow him to research a topic that might not be directly related to the main idea, but is none the less related and, most importantly, something he can devote himself to.

Karl: Instead of having Karl participate in the group discussion with the other students, the teacher could have him work on sentences and allow him to answer recall questions by asking specific information about the Harlem Renaissance and directing his answers.  Karl could be encouraged to draw pictures about paintings and photographs that were of interest to him instead of writing an essay.

Jackie: Instead of having Jackie to do her own work independently the teacher should have her more into a group setting.  In this situation Jackie would see that all of the other students are working hard and qiuetly together. Jackie would then be encouraged to join in to play a role in the group.  She really does not have to do much work in the group she could just be the spokesperson for the group.

Jose: Jose is great at conversation and developing ideas but poor at putting them into action. Assign Jose the roll of brainstorming leader for his group—he will lead the conversation. For the report section, assign him a partner and they can share a report. Add extra length to the report since they will have extra help in research and developing ideas.

Debbie: Instead of having Debbie work in a group with other students the
teacher should have Debbie work by herself and her desk should be right next to the teachers desk to quickly assist Debbie whenever there is a question. This way Debbie is away from the other students talking and teasing.  She is now concentrating more on here work and staying busy.

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.

Using adaptive behavior intervention, reward Larry with verbal compliments when he interacts well with his group. Use direct instruction when assisting reading writing. Ignore errors that do not matter: quality of ideas. Have his group use choral reading for at least one passage.

The behavioral model helps improve academic achievement. Use frequent positive verbal reinforcement and monitor behavior.

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

Additional materials for adaptations:

Markers/crayons
Construction paper
Audio tapes about Harlem Renaissance
Slides/overhead projector
Computer programs

The classroom is arranged into several ‘islands’ of desks. Four to five desks are arranged into an island, all facing forward, but closer in proximity to each other than to other islands. The groups of students often function together when doing group work. Each group includes at least one student with a disability, one above average student, and one student who works very well with others and has the ability to pull the group together. Every month or so the students are rearranged so the can work with different people, but always with the 1-1-1 strategy of skills and behaviors.

The assessment is the report generated by the students.

The assessment is multi-dimensional and based on knowledge, communication, evaluation, and grammar.

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

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

The teacher will instruct the students to write a 2 page report on their topic of interest about the visual arts from the Harlem Renaissance.

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.

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