Teacher Candidates Name: Rhyan Sharkey

Date: Unit Day #2

Lesson Title: Harlem Renaissance Introduction
Class / Grade: English / Grade 10

Central Focus (Similar to Enduring Understanding): The Harlem Renaissance was a time
during which African American artists of many mediums were prolific in producing culturally
and historically significant literature, music, and art that impacted American and African
American society.

Student Learning Goals / Objective(s):

SWBAT define what the Harlem Renaissance is: where and when it took place, and what
happened during this time.
SWBAT describe the role that Dr. Alain Locke played in the Harlem Renaissance.
SWBAT state the main idea of Lockes essay, Harlem: Mecca of the New Negro.

Academic Standards (NJSLS):

RI.9-10.2. Determine a central idea of a text and analyze how it is developed and refined by
specific details; provide an objective summary of the text.

Assessments:
Formal (Summative)
Exit ticket: Definition of Harlem Renaissance, main idea and significance of of
excerpt from Harlem: Mecca of the New Negro.

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

Ability to read high lexile-level nonfiction Use various lexile leveled articles to learn
descriptions about Harlem Renaissance (Newsela and
other resources)

Vocabulary comprehension Ongoing class vocabulary glossary

Instruction Strategies and Learning Tasks (Procedures):

DO NOW: Students will write about their recollections of a) what the Harlem
Renaissance is and b) what the main idea of the excerpt of The New Negro is.
 Students will pair with a different person than someone they worked with
yesterday and share what they wrote.
Students will work in a 4-person group (as chosen by the teacher) to read a portion of an
excerpt from Alain Lockes essay Harlem: Mecca of the New Negro. They will have
20 minutes to make notes about the main idea of their portion of the excerpt as well as
how it relates to the reading from last class.
As students read they will use their computers to start filling in the Harlem
Renaissance vocabulary list, which is a Google sheets spreadsheet that is shared
with the class that will contain challenging or topic-specific words that the class
should know. When a student encounters a challenging word, he or she will look
up the word to find the definition, a synonym, and antonym. Information will be
entered into the spreadsheet.
Students will participate in this cooperative learning activity by assuming group
roles: presenter, reader, recorder, time keeper/task leader. Each student is held
accountable for their own responsibilities as well as the product that the group
produces.
Students will present the findings from reading their portion of the excerpt to the class.
Teacher will provide additional information as students take notes.
Teacher will display the exit ticket information on the whiteboard:
Write about one portion of the excerpt that they did not read, but were presented
to. Indicate the most significant take-away from that excerpt.
Students will spend 15 minutes completing their exit ticket, using the back
of their Do Now paper

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):
Class Vocabulary Glossary: class creates a spreadsheet with challenging
words with simple definitions
Students may use graphic organizer software Inspiration! While creating
their outline of important points about the text.
Students may use text-to-speech reader to read the text.

Materials / Use of Instructional Technology:

Teacher Materials
Lined paper for student Do Nows and Exit Tickets
Student materials
Student computers with internet access.
Unit website link: http://sharkeyunit.weebly.com/days-1--2.html
 Writing utensils
Paper

Homework / Assignment for Next Class:

Imagine you are the modern-day Alain Locke. Write an entry in your journal that
describes one cause you care about, how you feel, what you hope to change about this
cause, and what you want to do to help.

Analysis of Teaching (Reflection):

n/a