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Winthrop University

Secondary English Education


Lesson Planning Sheet

Name:____Michelle L Perez______Date/Time_____Day _1_________


Grade level: 11th
Subject: English III School: Northwestern
Lesson Title: The Harlem Renaissance and Jazz Age Background Mentor: _Mrs.
Glibbery__
Learning Objective(s)
1. Students will be able to interpret, analyze, and support their
analysis of primary source images.
2. Students will be able to effectively present on their
interpretation(s) and evidence.
Essential Question:
3. Can photographs provide insight into history? If so, how?
Connection to Common Core:
Research to Build and Present Knowledge
1. CCSS.ELA-LITEARCY.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.
Speaking and Listening Standards 6-12
Grade 11-12 Students:
Comprehension and Collaboration
CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate
effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12
topics, texts, and issues, building on others ideas and expressing
their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.B: Work with peers
to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish
individual roles as needed.

Assessment of learning objective(s)


In groups, students present their
interpretation and analysis of
primary source image with 75%
(2/3) accuracy according to the
following requirements:
1. Students will come
to at least one solid
interpretation of
their primary
image.
2. Students will be
able to provide at
least 3 pieces of
evidence to support
their interpretation
of the primary
image.
3. Students will
present their
findings,
speaking clearly
and effectively.

Presentation of Knowledge and Ideas:


CCSS.ELA-LITERACY.SL.11-12.4: Present
information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the
organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal
and informal tasks.
Materials
Promethean Board
PowerPoint slideshow, in order to display student-learning objectives (***displayed before students enter
the classroom every day) and How to Read an Image slideshow
44-- Drawing Conclusions with Images handout

Modified 12/13

11 primary source photographs


List of student pairs
22 copies of Bronx Masquerade
Introduction (5 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 questions will be the
following: What do you know about the Harlem Renaissance and the Jazz Age?
Transition (1 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.
Procedure (80 minutes)
Students will take a pre-test (20 minutes)
Students will take brief notes on a PowerPoint detailing big picture ideas from the Harlem Renaissance and
the Jazz Age. Students will also take notes on how to read an image. (10 minutes)
The teacher will pass out student handouts on how to judge an image. Each student will receive two
handouts, one for the class modeling and a second for their paired assessment. The teacher will model how
to read an image, with class input. Students will follow along using their handout. (5 minutes)
Students will be placed into pairs. Each pair will be able to choose their primary source photograph. Pairs
will be called up to the front of the room, and asked to pick their image. (5 minutes)
Students will fill out the chart/handout according to their image. Students will prepare to present on their
image, and what their image says about the Harlem Renaissance and Jazz Age. (25 minutes)
Students will present on their image, inferences, and conclusions drawn. (15)
Transition (1 minute)
The teacher will ask students to pass up their primary images and one handout per pair.
Closure (3 minutes)
The teacher will then have the class answer the essential question: Can photographs provide insight into
history? If so, how? Students will discuss their answers aloud.
The teacher will pass out Bronx Masquerade and inform students to read chapter 1-3 for homework.
Modifications
ELL students will be given individualized attention as needed. ELL students will have access to electronic
and hard copy translators. ELL students will be paired with a bilingual buddy for the day. ELL students will
not be required to present if uncomfortable.
Students with vision impairments will be seated in the front row, in order to see the days
agenda/objectives. Large printed images will be available.
Time: 90 minutes
Reflections
I think that I will learn students enjoy looking and reading images. I conducted a similar lesson plan, in
which I realized students have multiple literacies, and struggling readers excelled in this formative
assessment. Struggles of instruction during this time will be class management based, making sure that
every pair is on task and each student is contributing. The last thing I want as an instructor is for one

Modified 12/13

student to do all the work, while the other student does nothing. Students will ultimately be able to
understand background information from the Jazz Age and Harlem Renaissance.

Modified 12/13

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