Winthrop University

Secondary English Education

Lesson Planning Sheet

Name:____Michelle L Perez______Date/Time_____Day 8_________

Grade level: 11th
Subject: English III School: Northwestern
Lesson Title: Artist Research Day Mentor: _Mrs. Glibbery
Learning Objective(s)
1. Students will be able to gather information.
2. Students will be able to decipher between useful and less
useful information.
Essential Question:
What makes information reliable?
Connection to Common Core:

Assessment of learning objective(s)

1. Students will gather accurate
information on their chosen artist with
100% accuracy.
2. Students will be informally assessed
on their compilation of useful and
pertinent information on their artist
with 100% accuracy.

Research to Build Knowledge

CCSS.ELA-LITERACY.W.11-12.7
Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under
investigation.
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of
the task, purpose, and audience; integrate information into
the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following
a standard format for citation.

Materials
Promethean Board
Computer Lab
Introduction (10 minutes)
There will be a warm-up assignment projected onto the Promethean Board, via laptop. Warm-ups are a
daily occurrence for the students, and a part of their classroom routine. The warm up of the day: What did
W.E.B. DuBois propose in The Crisis?
Transition (10 minutes)
The teacher will ask the students if they have anything they need to turn in from the last class. If so, they
can pass those items up to the front of their rows to be collected. Students will be informed of the days
objectives and head to the computer lab.
Procedure (60 minutes)
The teacher will tell students that the Harlem Renaissance featured numerous famous artists. The teacher
will then show students the website www.artcylcopedia.com/history/harlem-renaissance.html

Modified 12/13

The teacher will explain that students will pick their own artist to research using the website tool. Students
will write two pages on a famous artist of their choosing. Students will have the next three class periods to
work on this. The students will be informed that they will have to provide a visual, because students will
have to present on an artist of their choice (10 minutes).
Students will perform research. (50 minutes)
Transition (2 minutes)
Students will turn off the computers, and clean up their workstations.
Closure (6 minutes)
Students will write down on a sheet of paper their name and the name of their chosen artist. Students will
hand in their slips of paper as they leave.
Modifications
ELL students will be given individualized attention as needed. ELL students will have access to electronic
and hard copy translators.
Students with vision impairments will be seated in the front row, in order to see the days
agenda/objectives.
Time: 90 minutes
Reflections
Students who have never conducted research before may have difficult sifting through information.
Students who struggle will need one-on-one information. This lesson will be a challenge in classroom
management, because the teacher will have to provide individualized attention, while looking after the class
as a whole.

Modified 12/13