Teacher Candidates Name: Rhyan Sharkey

Date: Virtual Field Trip Day 2

Lesson Title: Harlem Renaissance Poetry and Music
Class / Grade: English / Grade 10

Central Focus (Similar to Enduring Understanding):

Poetry of the Harlem Renaissance is closely related to the time periods music in that both
artistic expressions empowered African Americans to showcase the talent of their community.
Ultimately, the poetry spoke of the African American experience and served to both unite the
African American community as well as contribute to the acknowledgement of their
contributions and eventual uprising toward the civil rights movement in later decades.

Student Learning Goals / Objective(s):

SWBAT analyze nuances in the meanings of words used in poems in order to glean a deep
understanding of the text.
SWBAT interpret figurative language in relation to the historical context of the time period in
which the poem was written.

Academic Standards (NJPST, NJSLS, others):

RL.9-10.5. B. Analyze nuances in the meaning of words with similar denotations.
RL.9-10.5. A. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze
their role in the text.

Assessments:
Formal (Summative)
Poetry Analysis worksheet
Informal (Formative)
Exit Ticket

Academic Language:
Examine the learning goal/objective to complete the chart.
Identified Language Demands Planned Language Supports

Ability to comprehend and analyze complex Leveled grouping of students in similar

imagery, figurative language, and idioms levels of ability.

Vocabulary comprehension Ongoing class vocabulary glossary

Instruction Strategies and Learning Tasks (Procedures):
Students will write one piece of information that they remember being significant about
the historical context of the Harlem Renaissance. Students will think-pair-share after five
minutes.
Students will break into groups of 4 and begin to read the poetry of the Harlem
Renaissance and experience musical performances by visiting the websites provided in
the VFT Day 2 page.
Students will complete the analysis worksheets and utilize the supports provided by the
teacher.
Peer Helpers will work with individual students who want assistance in completing the
analysis worksheet.
Students will complete an exit ticket that asks them to choose one poem analyzed today
write about its main idea and interpret one piece of figurative language. They will then
write a one to two sentence explanation of how this poem helps the reader understand one
aspect of the historical context that was learned last class.

Support for Accommodations and/or Modifications:

Specific support strategies outlined for students in the class (examples below):
Support for ELLs, Students with IEPs or 504 Plans, Struggling Students (who do
not have IEP/504 Plans)
Access to dictionaries and ability to work with students to determine
meanings of words and idioms.
Access to peer helpers (highly advanced students)
Modified worksheet with guided questions
Ongoing class vocabulary glossary
Support for Highly Advanced Students
Assign students to peer tutor those who seek help

Materials / Use of Instructional Technology:

Teacher Materials
Notecards for Do Now
Laptops with internet access
VFT link www.sharkeyvft.weebly.com/Day2
Poetry Analysis worksheets
Exit Ticket
Student Materials (Include adapted materials for differentiated instruction.)
Writing utensil
Modified worksheet

Homework / Assignment for Next Class:

 Create a list of 3+ ideas of how this poetry has contributed to the historical significance
of the Harlem Renaissance (this will help them get started on their culmination project).
Analysis of Teaching (Reflection):
n/a