Teacher Candidates Name: Rhyan Sharkey

Date: Virtual Field Trip Day 1

Lesson Title: Harlem Renaissance Historical Context
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 work collaboratively in jigsaw groups become experts on various aspects of the time
period during which the Harlem Renaissance occurred. Knowledge is gleaned from information
gathered through a webquest activity.
SWBAT teach peers about their aspect of the Harlem Renaissance in small groups.
SWBAT answer questions that peers have about their topic.
SWBAT describe what the Harlem Renaissance is, when it took place, and the major historical
significance of the time period for American and African American culture.

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.
SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats
(e.g., visually, quantitatively, qualitatively, orally) evaluating the credibility and accuracy of
each source.

Assessments:
Formal (Summative)
Group worksheet: write descriptions (one to two sentences in length) about major
aspects of the 1920s in America about its economy, prohibition, and music
culture.
Exit ticket: describe what the Harlem Renaissance is, when it took place, and the
major historical significance of the time period for American and African
American culture.
Group roles (positive interdependence among students, individual accountability,
team processing)
Informal (Formative)
Do Now/Entrance ticket
Jigsaw expert discussion cards
Jigsaw learner discussion notes
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):

Students will write one piece of information that they remember being significant about
Alain Lockes The New Negro. Students will think-pair-share after five minutes.
Students will break into groups of 4 and begin to research various aspects of the Harlem
Renaissance by visiting the websites provided in the VFT Day 1 page. They will become
experts on this topic in their jigsaw group.
Students will move to their mixed jigsaw groups and present information about each of
the aspects of historical information about the Harlem Renaissance.
Students will take notes on their Historical Context sheet in each section.
Students will describe what the Harlem Renaissance is, when it took place, and the major
historical significance of the time period for American and African American culture.

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
Support for Highly Advanced Students:
Articles and nonfiction texts at advanced lexile levels

Materials / Use of Instructional Technology:

Teacher Materials
Note cards for Do Now
Laptops with internet access
VFT Link, http:/www./sharkeyvft.weebly.com/day-1.html
 Historical Context worksheet
Exit Ticket
Student Materials (Include adapted materials for differentiated instruction.)
Writing utensil

Homework / Assignment for Next Class:

Click the link at the bottom of Day 1 page to read a summary of facts about the Harlem
Renaissance. Students will write about two facts they find to be interesting.

Analysis of Teaching (Reflection):

n/a