NAME:

Lesson Title:

The title should reflect the content or problem you are addressing.
Make it catchy. (e.g. Story Mapping Using Inspiration)

Grade Level: 11th-12th

Harlem Renaissance: Poets, Artists, and the Like
Subject: English/Literature

Description of Learning Goals, Standards, Objectives

CC/GPSs:
ELAGSE11-12RL2

ELAGSE11-12RL4

Which of the GPSs or QCCs align with the curriculum and your specific
lesson?
Determine two or more themes or central ideas of text and analyze their
development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an
objective summary of the text.
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the impact
of specific word choices on meaning ad tone, including words with
multiple meanings or language that is particularly fresh, engaging, or
beautiful.

National Technology
Standards:

Which technology standard(s) are you addressing in this activity? (See

the NETs-S standards in Week 3)

Long-Term Learning
Goal or Outcome:

At the end of this unit of curriculum, what is it that you want your
students to learn?
Students know the significance of the Harlem Renaissance.

ISTE-3 Research and

Information Fluency

Students apply digital tools to gather, evaluate, and use information.

a.) Plan strategies to guide inquiry
b.) Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
c.) Evaluate and select information sources and digital tools based on
the appropriateness to special tasks
d.) Process data and report results
With your learners characteristics in mind, take the standards written
above and rewrite them using the Audience Behavior Condition Degree
method. Note: You will need to break down the GPSs into several
objectives.

ABCD Objectives or
Outcomes:

Student will be able to list at least two social, cultural, or political

circumstances that started the Harlem Renaissance movement.
Student will be able to identify at least three contributors to the Harlem
Renaissance movement.
Student will be able to list at least three influences or themes often seen
in Harlem Renaissance art/literature.

Description of Assessment
Assessment Plan:

What evidence do you have of students understanding? How will know

that they have met the objectives above? You must have an
assessment statement for each objective. Write your assessment
statements in this box.
Students can identify three main contributors to the Harlem

Renaissance.
Students are able to recognize the significance of the Harlem
Renaissance in the 1920s-1930s.
Students Have identifies at least two social, cultural, or political
circumstances that started the Harlem Renaissance.
Students recognize the reoccurring themes in Harlem Renaissance art
and literature.

Description of Activities with Technology and Materials

Activity Design:
What do you think of when you think of a
renaissance?
Class starter and lesson connection:
Do you know where Harlem is located in
America?
Why do you think this movement is called the
Harlem Renaissance?

Teacher and student activities:

We will use a Spider Scribe concept map to

connect the main ideas of the Harlem
Renaissance.
The concept map will connect the ideas of the
Harlem Renaissance with the faces of the artists,
poets, narrators of this era.
I will facilitate most of the lesson, with some
interaction with the students; asking if they may
have questions about a particular theme, time
period, person, etc.
As a whole class, we will o over concept map.

Technology Connection:
I will have a printed sheet of the concept map for
those who have exceptionalities.
We will use SpiderScribe.net as the technology
for this lesson.

Materials and Resources:

Concept map online. Laptop and

projector.

Reflection on Lesson Design

Future Actions :

Answer the following questions:

I followed the instructions to make my own
concept map,
More research into activities that we could

include bettering our understanding of the

Harlem Renaissance.
How does your technology artifact showcase
design principles? I have designed proportions
that signify the significance of certain concepts
compared to others. They are labeled with
arrows to produce flow between one topic to the
next,
How does your technology artifact require
student use of higher order thinking skills?
It requires students to recognize and connect
concepts of the lesson as we progress through
the activity.
How does the technology in your lesson align to
the content you are trying to teach in your
lesson? It helps the students to visualize the
ideas and influences of the Harlem Renaissance.