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    This document provides an overview and lesson plan for a unit on the Harlem Renaissance and Progressive Movement. The teacher will have students analyze poems from the Harlem Renaissance to understand themes of the time period such as equality and freedom of expression. Students will then work in groups to create an original spoken word piece applying a theme from the Harlem Renaissance to modern issues. They will have class time to develop their piece and present it the next day. The goal is for students to make connections between the voices amplified during the Harlem Renaissance and current social issues.

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    This document provides an overview and lesson plan for a unit on the Harlem Renaissance and Progressive Movement. The teacher will have students analyze poems from the Harlem Renaissance to understand themes of the time period such as equality and freedom of expression. Students will then work in groups to create an original spoken word piece applying a theme from the Harlem Renaissance to modern issues. They will have class time to develop their piece and present it the next day. The goal is for students to make connections between the voices amplified during the Harlem Renaissance and current social issues.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    185 views3 pages

    LP 24

    Uploaded by

    api-301032464
    This document provides an overview and lesson plan for a unit on the Harlem Renaissance and Progressive Movement. The teacher will have students analyze poems from the Harlem Renaissance to understand themes of the time period such as equality and freedom of expression. Students will then work in groups to create an original spoken word piece applying a theme from the Harlem Renaissance to modern issues. They will have class time to develop their piece and present it the next day. The goal is for students to make connections between the voices amplified during the Harlem Renaissance and current social issues.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
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    of 3

    RosieMorrison

    th
    U.S.History,11
    Grade
    2/4/16
    1stand2ndPeriod,44minutes

    Unit5CrisisofCapitalism
    OVERVIEW/RATIONALE
    ThisunitlooksattheyearsinbetweenthefirstandsecondWorldWar.Wearestarting
    withaweekontheHarlemRenaissance.Wehavebeenlookingatfamouspoetsofthe1920s
    anddiscussingtheplatformthattheHarlemRenaissancegavetoAfricanAmericanartists,
    poets,andmusicians.WehavealsobeenlookingattheProgressiveMovementandthe
    implicationsoftheProgressiveMovementandtheHarlemRenaissanceworkingintandem.My
    studentshadAfricanAmericanHistorylastyearsotheyhavealreadyspentagoodchunkoftime
    ontheHarlemRenaissance.Thatbeingsaid,IdidspendTuesdayandWednesdayreviewing
    someofthefactsandhavingdiscussionsaboutthetimeperiod.ForThursdayandFriday,I
    wantedtopullthemovementforwardandincorporatemoderndayissuesthattiein.On
    Thursday,wewillstartworkingonstudentwrittenspokenwordaboutHarlemRenaissanceand
    itsconnectionstomodernday.InordertohaveagoodgroundingintheHarlemRenaissance,I
    wantstudentstospendachunkofclasspullingthemesoutofthepoemswehavereadandthe
    informationstudentshavelearnedthisweek.Fridaywillbeourcontinuationofthatworkand
    presentationofthatwork.TheHarlemRenaissancewasatimeperiodwherethevoicesofso
    manywerefinallygivenspacetobeheard,andsoitseemsonlyfittingandrighttohavestudents
    vocalizetheiropinionsonissuesthattheProgressiveMovementandtheHarlemRenaissance
    broughttolight.

    ENDURINGUNDERSTANDINGS
    TheHarlemRenaissanceandtheProgressiveMovementgaveplatformtomanyvoices
    previouslyunheardandthatstartedtheballrollingtowardsequality,freedom,selfexpressiona
    goalthatwearestillworkingontoday.
    GOALS/OBJECTIVES
    StudentswillbeabletodevelopalistofthemesthatembodytheHarlemRenaissance.
    StudentswillbegintoapplythosethemestotheirownlivesinaSpokenWordpiece.

    STANDARDS
    CC.8.5.1112.H.
    Evaluateanauthorspremises,claims,andevidencebycorroboratingor
    challengingthemwithotherinformation.
    CC.1.5.1112.D
    Presentinformation,findings,andsupportingevidence,conveyingaclearand
    distinctperspectiveorganization,development,substance,andstyleareappropriatetopurpose,
    audience,andtask.

    MATERIALS
    StudentsNotebooks
    IndexCards

    projectorandlaptop

    PROCEDURES
    DoNow:
    Readthefollowingpoemandasatablecomeupwithyourinterpretationof
    McKaysmessage:(STwillworkthroughpoemwithstudentsaftertheyhavereadit)
    (10mins)
    Althoughshefeedsmebreadofbitterness,
    Andsinksintomythroathertiger'stooth,
    Stealingmybreathoflife,Iwillconfess
    Ilovethisculturedhellthattestsmyyouth!
    Hervigorflowsliketidesintomyblood,
    Givingmestrengtherectagainstherhate.
    Herbignesssweepsmybeinglikeaflood.
    Yetasarebelfrontsakinginstate,
    Istandwithinherwallswithnotashred
    Ofterror,malice,notawordofjeer.
    DarklyIgazeintothedaysahead,
    Andseehermightandgranitewondersthere,
    BeneaththetouchofTime'sunerringhand,
    Likepricelesstreasuressinkinginthesand.
    ClaudeMcKay
    BODYOFTHELESSON

    1. Transition:Ok,sonowthatwehavelookedatanotherpoetfromtheHarlem
    Renaissance,letstalkaboutsomeofthethemeswehaveseenthisweek
    2. StudentswillworkwiththeirtabletothinkofasmanythemesoftheHarlemRenaissance
    astheycan
    (3mins)
    3. Classdiscussion:Whatthemesdidthegroupscomeupwithandwhatevidencesupports
    yourclaimthatitisaHarlemRenaissancetheme
    (10mins)
    4. Transition:NowitsyourturntoapplythosethemesfromtheHarlemRenaissanceto
    yourownlives.AsatableyouwillcomeupwithaSpokenWordpiecethatisabout1
    minutelong.Youwillhavetherestoftheperiodtodayandabout10minutestomorrow
    andthenyouwillallbepresentingthem.
    (20mins)

    ACCOMMODATIONS
    Therewillbedifferentrolesinthespokenwordgroupstoplayondifferentstudents
    strengths.Therewillberesearchingroles,writingroles,andspeakingroles.
    ASSESSMENT/EVALUATION
    Presentationofspokenword

    GOALS:
    1. STwillonlyhavetoredirectstudents10%ofthetime

    2. STwillensurestudentsareontaskinsmallgroupsandinwholeclassdiscussion
    3. STwillguidediscussionsostudentsreachtheendureunderstanding

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