Tendayunitharlemren

Harlem Renaissance Unit Plan Westwood 8th grade Spring 2017
Teacher Name: Kalie Weiland
Lesson Title: Introduction to the Harlem Renaissance
Purpose: The long term goal for this lesson is to introduce students to the Harlem Renaissance and allow
them to understand the basic features of the time period, such as the social, political, and cultural
environments in which people lived. Students will be exploring these concepts continuously throughout the
next several weeks, but this initial exposure will aid in their comprehension of texts and artifacts that we will
be reading and working with in the future. In the larger context of life, this focus on the Harlem Renaissance
was chosen for its empowering and inspirational themes; in recent times. Many people in our country and
across the world have been deeply affected by racial conflict, minority issues, and related problems with the
social justice system, and it is my hope that students will be able to make connections the two eras and see
the potential impact on society that the creative arts can have.
Lesson Sequence: How does this lesson connect to previous lessons? How does this lesson connect to future
lessons?
This will be the first lesson of a unit focused on the Harlem Renaissance, so this background information will
serve to set the scene for the lessons and readings to come in the near future. For example, the following day
we will be exploring some personal testimonies/narratives of individuals who lived during the time of Jim
Crow Laws and later reading a short story that reframes some of these themes. The students previously
completed a unit on the Holocaust.
Essential Question(s):
What were some of the factors and historical events that lead to the Harlem Renaissance?
What lead to Harlem becoming an area to which so many African Americans moved?
What were some of the differences between life in the Northern and Southern United States for African
Americans?
Objective(s): Assessment(s):
Students will be able to write down and This will be formatively assessed through the students
discuss their prior knowledge of the bell work prompt and the ideas they share.
Harlem Renaissance and recall what comes
to mind when they hear the phrase.
Students will examine new information This will be formatively assessed through class
concerning the background of the Harlem discussion and students will use some of this background
Renaissance, such as the Great Migration, knowledge to complete tomorrows activity.
the Civil War, and Reconstruction.
Students will be able to make connections This will be formatively assessed through class
between the events that took place during discussion, and students will use some of this
the Civil War and Reconstruction and the background knowledge to complete tomorrows activity.
Harlem Renaissance.
Materials:
Prepared bellwork and bellwork journals
Interactive presentation PowerPoint
Guided Notes handout
Harlem Renaissance background video
Organization: For the interactive presentation portion of the lesson, students will be seated in rows and
working individually. For the rotating stations, students will be in previously arranged groups of 4 which will
move when appropriate.
Activities and Time:
Bellwork and bellwork discussion - 10 minutes

Introduction and unit and lesson objectives - 4 minutes
Interactive Presentation and interwoven whole class discussion (prompts/discussion questions throughout) -
30 minutes
Harlem Renaissance video - 3 minutes
Closing comments - 3 minutes
Accommodations: Think about how you can assist every learner, including second language learners, in
meeting your objectives and long-term goal.
Students Who Need Extra Students Whose First Students Who are Advanced or Gifted:
Support: Language is not English: Students who are advanced may benefit
Students who need extra Students who need extra from the discussion aspects of the lesson;
support or extra time to support or extra time to they will be able to make connections and
complete the guided notes complete the guided notes can raise discussion points that are appropriate
can be given copies of the be given copies of the to their ability levels.
PowerPoint presentation. PowerPoint presentation.
Additionally, the visual aids Additionally, the visual aids
provided in the PowerPoint provided in the PowerPoint
will aid in comprehension for will aid in comprehension for
students. students.
Dictionaries or access to
relevant vocabulary lists might
be helpful for ELLs as well.
Standards:
LAFS.8.SL.1.1 - Engage effectively in a range of collaborative discussions (one on one, in groups, and
teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly.
Lesson Title: Exploring Harlem Stations
Purpose:
The goal of this lesson is to continue building the background knowledge of students regarding the Harlem
Renaissance, but in a different format than yesterdays lesson. In this lesson, students will be immersing
themselves in the culture of the time by exploring different aspects of daily life as they might have been
experienced by someone who was there. Students will be exploring several different areas, fashion, art,
music, headlines, and nightlife. This background knowledge will be useful for students when they begin to
read various literature and create their own creative pieces. In addition to the handout with questions that
students will be given, the second part of this lesson will also ask them to reflect on their learning, develop
their own questions, and consider areas in which they would like to gain more knowledge. It is my hope that
this lesson will also appeal to visual and kinesthetic learners. In the larger context of life, this focus on the
Harlem Renaissance was chosen for its empowering and inspirational themes; in recent times. Many people
in our country and across the world have been deeply affected by racial conflict, minority issues, and related
problems with the social justice system, and it is my hope that students will be able to make connections the
two eras and see the potential impact on society that the creative arts can have. This lesson was adapted from
a similar lesson in Allison Fudges Great Gatsby CUP Unit Plan.
Lesson Sequence:
This lesson will continue building background information, a process which began in yesterdays lesson, but
will delve more into daily life and the atmosphere of the Harlem Renaissance rather than the specific history.
Certain aspects will be more up to student interpretation and opinion. Several aspects of this lesson, such as
art, music, and some of the thematic trends students will be exposed to will also recur throughout the unit. In
the future, we will be doing more in depth explorations and analyses of music, art, etc. As mentioned, the
knowledge gleaned from this lesson will be helpful as we begin to interact with literature from the period as
well. Students questions and areas of interest in the 3-2-1 Chart may also help to develop future lessons and
content.
What was life in Harlem like for the people who lived there during the Renaissance?
Thinking back to yesterdays lesson, how had conditions changed compared to the South?
How were African Americans able to express themselves through the arts during the Harlem Renaissance?
What kind of trends seem to exist between different aspects of the Harlem Renaissance?
Objective(s): What are your short-term Assessment(s): Think about how you will know if you meet
objectives for students active learning? your objectives and are working toward your long-term
State your objective(s). Remember that goal.
objectives need to be able to be assessed. Write a form of assessment that correlates with each
objective. State whether this assessment is formative or
summative.
Students will make connections between This will be formatively assessed through the station
the historical events and problems of the handout which students will complete as they rotate
time and consider how they might have around the room.
manifested in the different station subjects.
Students will express their interpretation of This will be formatively assessed through a follow up
the trends and atmosphere of the Harlem discussion after the stations activity.
Renaissance.
Students will reflect upon the lesson This will be formatively assessed through the 3-2-1 chart
content from the last two days to form their that students will complete at the lessons conclusion.
own areas of inquiry and interest.
Materials:
Station materials for 5 separate stations: headlines from newspapers in the North and South during the
1920s-30s, music playlist featuring jazz and African American artists that were popular during the Harlem
Renaissance era, a mini art gallery of works by African Americans during the Harlem Renaissance, photos of
African American fashion from the 1920s, and photos that show things that African Americans did for
entertainment in Harlem
Stations Handout - questions for students to complete as they travel through the stations
3-2-1 Chart
Organization:
During the bellwork and 3-2-1 Chart, students will be seating in their normal seats in rows on either side of
the classroom. During the stations activity, students will be rotating clockwise throughout the five stations in
the room. Students will be working in groups of 4, perhaps 5 if there is an odd number of students.

Activity introduction, instructions, arrangements - 10 minutes
Stations Activity - 60 minutes, students rotating every 10 minutes
Stations Activity Discussion - 10 minutes
3-2-1 Chart - 8 minutes (3 things students learned, 2 questions they have, and 1 thing they want to learn
more about)
Closing comments - 2 minutes
Support: Language is not English: Advanced students will have the ability to
Students who need extra ELL students can be go more in depth with their handout
support can be accommodated through responses, and will likely be able to make
accommodated through grouping. ELLs can benefit stronger connections between the station
strategic grouping; pairing from having native English materials. Advanced students will also
struggling students together speakers in their group as the benefit from the 3-2-1 Chart, as they are
might allow to receive more concepts will be addressed encouraged to explore the subject through
attention from the teacher. through discussion. Additional their own inquiries.
Alternatively, struggling contextual information might
students could be paired with be provided to allow ELLs to
advanced students who could make more sense of the
scaffold their learning handout sheets. Teacher
through discussion. Other circulation also allows for
possible scaffolds could be more assistance. . Other
placed around the stations, possible scaffolds could be
such as supplemental placed around the stations,
materials like videos where such as supplemental materials
possible, or simplified like videos where possible, or
versions of texts for simplified versions of texts for
struggling students or ELLs. struggling students or ELLs.
Lesson Title: Jigsaw Activity
Purpose: Students will be participating in a Jigsaw Activity that allows them to explore the lives of some of
the different figures of the Harlem Renaissance. Well be exploring each of the authors, artists, musicians,
figures at some point in the unit, and this activity will allow the students to develop their background
knowledge regarding the people and the era itself; hopefully this will encourage them to take ownership of
their learning and participate in a more active way than they would if I simply gave them the information.
In the larger context of life, this focus on the Harlem Renaissance was chosen for its empowering and
inspirational themes. In eras past, such as during the Harlem Renaissance, and continuing into the present
day, many people in our country and across the world have been deeply affected by racial conflict, minority
issues, and related problems with the social justice system; it is my hope that students will be able to make
connections the two eras and see the potential impact on society that the creative arts can have.
Lesson Sequence:
This will continue background building for the students; we will be working with each of the figures being
researched at some point to come in the unit.
Who were some of the most important figures of the Harlem Renaissance?
What were the cultural, social, and political contributions of African Americans during the Harlem
Renaissance?
Students will identify and explain the This will be assessed through a guiding handout, the
African American ideas, politics, art, mini presentations, and the feedback exit ticket. Assessed
literature, and music which flourished in through teacher circulation and observation.
Harlem during the 1920's.
In expert groups, students will effectively This will be assessed through a guiding handout, the
compile information about a significant mini presentations, and the feedback exit ticket. Assessed
figure through guided micro research. through teacher circulation and observation.
Students will effectively present their This will be assessed through the mini presentations
knowledge of the assigned figure and students give in their home groups, as well as through
educate other classmates. the peer feedback exit ticket. Assessed through teacher
circulation and observation.
Materials:
Paper, highlighters, and other writing materials
Relevant research materials for students (biographies, notable work, interest articles)
Guided research handout
Peer feedback exit tickets
Organization: Students will be arranged in groups of 4-5.


Introduction and organization - 10 minutes
Expert group micro-research each expert group of students will be presented with materials for their
assignment figure of the Harlem Renaissance. Students will also be presented with guiding questions which
they will use to focus their micro-research. Questions will include things like When and where was your
focus figure born?, What were some of the greatest accomplishments of your focus figure?, and How did
your focus figure contribute to the cause of African Americans during the Harlem Renaissance? 45 minutes
Home group presentations 20 minutes
Peer feedback exit ticket 5 minutes
Accommodations:
Support: Language is not English: Students who are advanced could also be
Reading comprehension will Reading comprehension and strategically grouped and given slightly
be supplanted by allowing difficulties with language will more difficult or higher lexile materials to
the information to be be supplanted by allowing the work with. This would hopefully challenge
developed with the aid of the information to be developed them more.
others in the group, who can with the aid of the others in the
explain or elaborate the group, who can explain or
information. elaborate the information.
Standards:
LAFS.8.RL.1.3 - Analyze how a text makes connections among and distinctions between individuals, ideas,
or events (e.g., through comparisons, analogies, or categories).
LAFS.8.SL.2.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
Lesson Title: Reading The Typewriter
Purpose:
I chose to have students listen to several audio clips of personal testimonies from the Jim Crow era in which
people describe some of their experiences. Though we will have discussed this to some extent, there is
something particularly impactful about hearing the voices and the stories from everyday people. These
feelings that are associated with oppression and some of the day to day ways in which African Americans
lives were restricted is clearly expressed in these clips, and they should promote engaged discussion. The
Typewriter echoes some of these feelings that arise along with oppression and the inability to fulfill
dreams, which will be a point of conversation over the next two days. Additionally, the story was written by
a teenager, which I thought was an interesting point of conversation in terms of empowerment and finding a
voice for students. In the larger context of life, this focus on the Harlem Renaissance was chosen for its
empowering and inspirational themes; in recent times. Many people in our country and across the world
have been deeply affected by racial conflict, minority issues, and related problems with the social justice
system, and it is my hope that students will be able to make connections between the two eras and see the
potential impact on society that the creative arts can have.
Lesson Sequence:
This lesson connects to previous lessons because, in the first segment, it continues to build background
information in a way by educating students on some of the personal experiences of life under Jim Crow,
which we have discussed. This lesson also introduces students to literature from the Harlem Renaissance
from Dorothy Wests The Typewriter, as well as the active reading strategy of dialectical journals, which
students will be using at several points throughout the unit. The idea of dreams and unfulfilled dreams will
continue into the next lesson in which we read Harlem by Langston Hughes and compose our own poems.
Essential Question(s): What are the large idea(s) or issue(s) that will guide students work?
What were some of the ways in which the laws of Jim Crow oppressed African Americans?
What would the experience of living under Jim Crow been like for an African American?
How does The Typewriter reflect the issues and injustices that impacted African Americans?
What is the message about dreams given within The Typewriter?
Objective(s): What are your short-term Assessment(s): Think about how you will know if you meet
objectives for students active learning? your objectives and are working toward your long-term
State your objective(s). Remember that goal.
objectives need to be able to be assessed. Write a form of assessment that correlates with each
objective. State whether this assessment is formative or
summative.
Students will recount and examine specific This will be assessed through our discussion of several
ways in which African Americans were clips from personal narrative interviews given by people
oppressed during the Jim Crow Era. who experienced Jim Crow first hand in the 20s and 30s.
Students will learn how to complete This will be formatively assessed through the dialectical
dialectical journal entries through journals that students complete, and via discussion
modeling and complete several of their following the reading.
own.
Students will be able to make connections This will be formatively assessed through discussion.
between the ideas behind the Harlem Students may be given reading questions to keep in
Renaissance and racial inequality and the mind as they read.
story.
Materials:
Prepared bellwork.
Personal narratives from Behind the Veil (James Nix, George Butterfield Jr., Thomas C. Chatmon, and
Charles Gratton)
Lesson PowerPoint (Dialectical journal modeling presentation)
The Typewriter by Dorothy West
Dialectical journal handout
Organization:
For this lesson, students will be working independently and will be seated in their normal seats in rows on
either side of the classroom.

Behind the Veil narrative clips and discussion - 20-30 minutes
Introduction to Dorothy West and The Typewriter - 5 minutes
Dialectical Journal modeling - 8 minutes
Independent reading and completion of dialectical journals - 30 minutes
Discussion - 10 minutes
Support: Language is not English: Dialectical journal format enables
Transcripts might be helpful For ELL students, it may be advanced students to be more in depth with
for students who need extra helpful to provide the their reading responses and create
help as well, since it can be transcripts of the personal connections or analyze passages that other
difficult to absorb audio narrative audios. These are students might not have access to.
information alone for some. easily accessible, and it would
Vocabulary guides may be of allow these students to take
assistance. Teacher will also more time to decipher the
be available to circulate. I language and comprehend
would consider letting what is being said. Vocabulary
students work in partners to guides may be of assistance.
support each other. Teacher will also be available
to circulate.
Standards:
LAFS.8.RL.1.1 - Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text
LAFS.8.RL.1.2 - Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective summary of the
text.
LAFS.8.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and
Lesson Title: A Dream Deferred
Purpose:
This lesson will demonstrate further how creative arts were able to express insight into the African American
communitys struggles during the Harlem Renaissance. Students will be introduced to poetic devices (which
they have done before, but will need a review) and will practice with determining how they create meaning in
a work of literature. Additionally, students will be taking ownership of these concepts by producing their own
poems. In the larger context of life, this focus on the Harlem Renaissance was chosen for its empowering and
inspirational themes; in recent times. Many people in our country and across the world have been deeply
affected by racial conflict, minority issues, and related problems with the social justice system, and it is my
hope that students will be able to make connections the two eras and see the potential impact on society that
the creative arts can have.
Lesson Sequence:
This lesson will build on the idea of unfulfilled dreams as it was discussed in yesterdays lesson with The
Typewriter. The lesson will also continue building students conceptions of the Harlem Renaissance as a
movement. Additionally, the activities with poetic devices and figurative language will be useful for
analyzing poems and other literature in the future, both during the unit and beyond.
How does the poem Harlem (Dream Deferred) connect to the ideas of the Harlem Renaissance and racial
inequality?
What are the names, definitions, and examples of some poetic devices?
How do poetic devices and figurative language create meaning in the poem?
How can you apply these devices to make meaning in your own poem?
Students will identify and analyze the context in This will be formatively assessed through
which the poem was written and determine the students responses to questions on the handout
meanings. and discussion.
Students will analyze the poetic devices (similes, This will be formatively assessed through
metaphors, imagery, and personification) used in students work color marking, and through their
the poem and explain why they are significant to responses to questions on the handout.
building meaning.
Students will produce their own poems about a This will be assessed through the poems that
dream deferred using Hughes poem as inspiration. students create and their short reflection on the
poems.
Materials:
Poetic devices handout / presentation
Daffodils by William Wordsworth modeling text
Harlem (Dream Deferred) by Langston Hughes copies
Highlighters
Dream Deferred questions handout
Poem template (optional)
Organization:
For the independent portions of this lesson, students will be working independently and will be seated in their
normal seats in rows on either side of the classroom. During color marking they may work in pairs and can
move their desks closer to one another.

A review of poetry and poetic devices (particular focus on similes, metaphors, imagery, and personification)
students will be given examples and will be asked to give examples during this interactive review- 30 minutes
Introduction to the poem, Harlem (Dream Deferred) and reading - 5 minutes
Color marking of Harlem (Dream Deferred) this process will first be modeled for students using a
secondary text, Daffodils by William Wordsworth, which is a straightforward and excellent example
through which to identify figurative language - 25 minutes
Completion of Dream Deferred questions handout - 20 minutes
Discussion of poem, color marking, questions 10 minutes
Accommodations:
Support: Language is not English: Advanced students might be more
The color marking process The template might also be comfortable writing an original poem
will be modeled by the beneficial for ELLs who are without a template. The creative freedom of
teacher. Students who need unfamiliar with poetry or poetry will also be conducive to advanced
extra support might be English poetry. Figurative students.
benefitted by using a language can be difficult for
template to create their ELLs, so extra examples and
poems; it would provide a teacher circulation would be
structure for them to use, but helpful.
they would be making their
own creative devices and
have their own subject in
mind.
Standards:
LAFS.8.RL.2.4 - Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
LAFS.8.L.3.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.

Lesson Title: A Dream Deferred Part II
Purpose:
This lesson will demonstrate further how creative arts were able to express insight into the African American
communitys struggles during the Harlem Renaissance. Students will be introduced to poetic devices (which
they have done before, but will need a review) and will practice with determining how they create meaning in
a work of literature. Additionally, students will be taking ownership of these concepts by producing their own
poems. In the larger context of life, this focus on the Harlem Renaissance was chosen for its empowering and
the creative arts can have. This lesson also introduces students to peer editing, which they will utilize later on
in the unit and beyond.
Lesson Sequence:
This lesson will build on the idea of unfulfilled dreams as it was discussed in yesterdays lesson with The
Typewriter. The lesson will also continue building students conceptions of the Harlem Renaissance as a
movement. Additionally, the activities with poetic devices and figurative language will be useful for
analyzing poems and other literature in the future, both during the unit and beyond. For part II, students will
be creating their own poems and receiving peer feedback, editing, and presenting their work in small groups.
How does the poem Harlem (Dream Deferred) connect to the ideas of the Harlem Renaissance and racial
inequality?
What are the names, definitions, and examples of some poetic devices?
How do poetic devices and figurative language create meaning in the poem?
How can you apply these devices to make meaning in your own poem?
Students will identify and analyze the context in This will be formatively assessed through
which the poem was written and determine the students responses to questions on the handout
meanings. and discussion.
Students will analyze the poetic devices used in the This will be formatively assessed through
poem and explain why they are significant to students work color marking, and through their
building meaning. responses to questions on the handout.
Students will produce their own poems about a This will be assessed through the poems that
dream deferred using Hughes poem as inspiration. students create and their short reflection on the
poems.
Materials:
Yesterdays Poetic devices handout
Harlem (Dream Deferred) by Langston Hughes copies (students may desire to keep their color marked
copies on hand)
Poem template (optional)
Poem Workshopping handout
Organization:
While students are creating their own Dream Deferred poems, they will be working independently. During
the workshopping phase and group sharing, they will be moving into groups.

Knowledge check / review of yesterdays activities - 10 minutes
Original poem creation - 25 minutes
Poem workshopping - 20 minutes
Poem sharing (if desired) - 10 minutes
Accommodations:
Support: Language is not English: Advanced students might be more
Students who need extra The template might also be comfortable writing an original poem
support might be benefitted beneficial for ELLs who are without a template. The creative freedom of
by using a template to create unfamiliar with poetry or poetry will also be conducive to advanced
their poems; it would provide English poetry. Figurative students.
a structure for them to use, language can be difficult for
but they would be making ELLs, so extra examples and
their own creative devices teacher circulation would be
and have their own subject in helpful.
mind.
Standards:
meanings.
LAFS.8.W.2.4 - Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Lesson Title: Different Views of America: Comparing Poems
Purpose:
In the larger context of life, this focus on the Harlem Renaissance was chosen for its empowering and
the creative arts can have.
Lesson Sequence:
While continuing to emphasize themes, trends, and activism in the Harlem Renaissance, this lesson will build
off of the last lesson, which also involved poetry. Students will be bringing their knowledge from yesterday to
interpret and analyze two different poems. The lesson will also introduce students to the idea of revisionist
art/history, which will be a focus of some of our unit lessons in the future.
What is tone as it relates to literature?
What is point of view as it relates to literature?
How can writers use point of view, tone, and literary devices, and careful word choice to present different
views on the same subject?
What attitudes do the speakers in the poems express toward America?
Students will demonstrate the ability to This will be assessed through discussion and student
determine the tone of a poem and how a responses on the comparison graphic organizer.
poets cultural experiences impact their
writing.
Students will compare the tone, purposes, This will be assessed through discussion and student
and perceptions of America between two responses on the comparison graphic organizer.
poems of similar subject matter.
Students will support their observations This will be assessed through discussion and student
with specific evidence from the text. responses on the comparison graphic organizer.
Materials:
Poetic devices review handout from previous lesson may be helpful for students.
Prepared PowerPoint with review of literary tone, point of view, and word choice
I Hear America Singing by Walt Whitman
I, Too Sing America by Langston Hughes
Poem Comparison Graphic Organizer
Organization:
For the independent portions of this lesson, students will be working independently and will be seated in their
normal seats in rows on either side of the classroom. Paired activity students can move their desks closer to
one another.
Activity introduction - 5 minutes
Review of tone, point of view, and word choice in literature - 10-15 minutes
Reading of I Hear America Singing video - 3 minutes
Guided completion of graphic organizer for first poem - 15 minutes-
Reading of I, Too Sing America video - 3 minutes
Paired completion of graphic organizer for second poem (can be guided as needed) - 15 minutes
Discussion of findings - 10 minutes
Completion of comparison diagram of graphic organizer - 10 minutes
Discussion - 15 minutes
Support: Language is not English: Both poems can be read on a more in depth
Students will be grouped so Students will be grouped so level for those students looking for more of
that each group has a range that each group has a range of a challenge.
of student levels. This way student levels. This way
students who need assistance students who need assistance
have the benefit of other have the benefit of other
students ideas when they are students ideas when they are
filling out their Venn filling out their Venn diagrams.
diagrams. Students will have Students will have an
an opportunity to hear the opportunity to hear the poems
poems read aloud in addition read aloud in addition to having
to having a hard copy. a hard copy.
Standards:
explicitly as well as inferences drawn from the text
LAFS.8.RL.1.2 - Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
LAFS.9.RL.2.5 - Compare and contrast the structure of two or more texts and analyze how the differing
structure of each text contributes to its meaning and style.
Lesson Title: Romare Bearden - Culture Collages
Purpose:
The central purpose of this lesson is to encourage students to create their own original artwork that
incorporates personal experiences and cultural background, culture in our society, and other possible sources
that parallels the way Romare Bearden used personal memories, African-American cultural history, and
literature as the source of his subject matter. Students have already been exposed to several text mediums
related to the Harlem Renaissance thus far, such as short stories, poems, music, and paintings. From my
perspective, collages are an approachable medium through which students can produce their own creative
works, since they will not necessarily have to start from scratch. The medium of collage also allows them to
take images and important elements from our society and larger culture to create new ones that are more
relevant to their own lives. Self-expression and creativity are of the highest importance, not just in the
classroom but in life. I believe that students will enjoy this activity, and it will allow me to get to know them
on a more personal level. In the larger context of life, this focus on the Harlem Renaissance was chosen for its
empowering and inspirational themes; in recent times. Many people in our country and across the world have
been deeply affected by racial conflict, minority issues, and related problems with the social justice system,
and it is my hope that students will be able to make connections the two eras and see the potential impact on
society that the creative arts can have.
Lesson Sequence:
This lesson will be one of the culminating assignments in our unit on the Harlem Renaissance. Students will
have been exposed to a variety of artists, writers, and other prominent figures of the Harlem Renaissance and
will have engaged with multiple poems, stories, and artwork from the period. This lesson will continue to
build on to this knowledge, and students will hopefully incorporate some of the knowledge they have gained
through readings and exploration into the art analysis portion of the lesson. To prepare for this lesson, on the
previous day we will have discussed the idea of culture in some depth. Students will have explored the idea of
culture and pondered what culture is and how it comes to be for different groups, times, or geographic
regions. They will also have been given time to brainstorm for aspects of their personal culture and things that
are important to them, as well as ideas related to the culture of American society (or potentially the society of
their native country if it is different). I want students to have a substantial amount of time to work on their
collages and create something very meaningful to them, therefore I may allow them to continue to work on
and present their collages on the following day.
Essential Question(s): (some of these may carry over from the previous days lesson)
What is culture?
What makes culture?
How can different parts of a persons (Romare Bearden) life and the world around them interact to form a
persons culture?
How can culture, identity, and important elements of society be reflected in art?
How can we see the different aspects of Beardens life through his art?
How can students depict their society and culture through an artistic medium?
What ideas from the Harlem Renaissance are evident within Beardens work?
Students will examine aspects of Romare This will be assessed through group discussion and the
Beardens life and background and Art Analysis handout, which will also be discussed as
incorporate into their interpretations when a class once students have completed it.
considering how it might have influenced his
work.
Through a process of gradual release of This will be assessed through group discussion and the
responsibility, students will identify different Art Analysis handout, which will also be discussed as
aspects of Romare Beardens cultures, the a class once students have completed it.
culture of society when he created his art, and
his own experiences through analysis of his
work.
Students will use Beardens work as This will be assessed through the collages that
inspiration to create their own meaningful students produce and the short explanations they
collages which synthesize aspects of their write, as well as their presentations of this information
personal culture and the larger in small groups.
social/environmental culture.
Materials:
Bellwork and bellwork journals
Prepared PowerPoint featuring background information on Bearden, relevant instructions, etc.
A few examples of Beardens work, most likely:
Tomorrow I May Be Far Away
The Street
Various collage materials, such as magazines, construction paper, patterned paper, newspapers, glue sticks,
pencils, markers, etc.
Art Analysis handout
Collage instructions
Collage example
Organization:
During the background building portion and artwork analysis portions of the lesson, students will be seated
individually on either side of the classroom. While students create their collages, they will be permitted to sit
in small groups to allow them to share supplies, ideas, and interact as they work. Once collages are complete,
students will be organized into different groups to share their work.

Bellwork - Students will complete bellwork, which will be displayed on the SmartBoard as they come into the
classroom; this will be followed by a short discussion of their responses. (5 minutes)
Background building presentation - to help contextualize the artwork they will be presented with, students
will be introduced to Romare Bearden, his life, his work, his relationship with the Harlem Renaissance, and
some recapping of the culture in which he lived (15 minutes)
Collage analyses - students will be presented with a few examples of Beardens work, such as Tomorrow I
May Be Far Away and The Street and will be asked to analyze them. This will be completed through gradual
release of responsibility; I will do a Think Aloud analysis of one work, we will go through one as a class, then
students will complete one on their own. (20 minutes)
Collage creation - students will be given instructions for their collages and will have an entire period to
produce their artistic creations. They will also be asked to write a brief summary of their work on the back of
the collage, and their work should have meaning to them. (50 minutes)
Group sharing - in small groups, students will present their work to their classmates, give each other some
time to look at the collages, and briefly discuss some of their choices and artistic decisions. Schedule will be
flexible; if students need more time to make their collages, we may continue into the next days class and do
the group sharing then. (10 minutes)
Accommodations:
Students Who Need Extra Students Whose First Language Students Who are Advanced or
Support: is not English: Gifted:
For students who need more For students who may not speak Advanced students will have the ability
reading time, presentation English or have a different native to go more in depth with their analyses
notes may be printed and country, they may choose to and original artwork creations.
passed out if desired. incorporate their diverse For their collages, they might be given
The freedom associated with backgrounds into the collage; if the suggestion of focusing on a specific
this assignment should allow they use words or texts, they might issue or social problem that is currently
students to work to their do so in their native language or going on in our culture.
appropriate ability level. some combination of English and The freedom associated with this
Teacher circulation their native language. assignment should allow students to
throughout the creation Presentation notes may be printed work to their appropriate ability level.
process will allow for and passed out if desired, and ELL
scaffolding or suggestions if friendly summaries or annotations
students get stuck. could be provided. (As a side note,
there are no ELLs in this class).
The primarily visual mediums used
in this lesson would likely aid ELL
students.
Standards:
LAFS.8.SL.1.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing
their own clearly.
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)
explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.3 - Analyze how a text makes connections among and distinctions between individuals, ideas,
or events (e.g., through comparisons, analogies, or categories).
Lesson Title: Music as an Agent of Change: Harlem and Beyond
Purpose: Though poetry, short stories, etc. were significant mediums for activism during the Harlem
Renaissance, music was another. I consider music to be a form of literature that is equally valuable and
equally telling about the events happening in the society in which it as produced; as such, I would like my
students to take a similar lens and view music not just as entertainment but as a way to create change and
bring awareness to something. For most students, the number of songs they listen to will greatly outnumber
the books they read. If students considered music to be literature and thought critically about what was being
said, critical analysis could move beyond the classroom and into their daily lives. In the larger context of life,
this focus on the Harlem Renaissance was chosen for its empowering and inspirational themes; in recent
times. Many people in our country and across the world have been deeply affected by racial conflict,
minority issues, and related problems with the social justice system, and it is my hope that students will be
able to make connections the two eras and see the potential impact on society that the creative arts can have.
We are now in the process of shifting our focus from the Harlem Renaissance to today, and this lesson will
allow us to examine modern examples of protest/activist music.
Lesson Sequence:
This lesson will allow the classroom to continue bridging the gap from past to present. To do this, we will be
examining protest music from the Harlem Renaissance and more modern examples. Over the course of this 9
weeks, students will also be learning argumentative writing. In todays lesson, students will be examining the
argument a newspaper articles author makes regarding the value of music in our society, which will be
helpful to them as we begin learning different aspects of argumentative writing.
What can we learn from music?

What is the role of music in society? Has this changed or not changed?
Is music a useful tool to implement change or bring awareness to an issue?
Students will examine an authors purpose, This will be formatively assessed through the students
argument, and evidence for an argument Reading for Meaning handout.
and determine its validity.
Students will analyze the lyrics and This will be formatively assessed through the song
language from several different songs to analysis handout, and through class discussion.
determine the different levels of meaning
and purpose of the song.
Students will demonstrate their This will be assessed through a short writing prompt
understanding of music as an agent for which will be collected; this will also be assessed through
change by choosing a song and explaining observation when students discuss their choices in small
its message and significance. groups.
Materials:
Why Activism in Music Matters: Dangerous Times Demand Dangerous Songs by Tom Morello
Reading for Meaning Handout
Song Analysis handout
Strange Fruit by Billie Holiday
A Change is Gonna Come by Sam Cooke
(Looking for 2 more clean, modern songs)
Corresponding video/audio for each song
Writing prompt handout
working individually. For the rotating stations, students will be in previously arranged groups of 4 which will
move when appropriate.

Introduction - 5 minutes
Individual reading and completion of Reading for Meaning handout (handout can be completed with a
partner) - 35 minutes
Discussion What does music mean to you? Is music entertainment, or something bigger? 10 minutes
Listen and analyze using handout 25 minutes
Writing prompt choose a song that makes a social statement and explain 10 minutes
Group Sharing 5 minutes
Group work and strategic Dictionaries or access to from the discussion and analysis aspects of
grouping, pairing, teacher relevant vocabulary lists might the lesson; they will be able to make
circulation, and other be helpful for ELLs as well. connections and raise discussion points that
methods could be used. From Additionally, group work could are appropriate to their ability levels.
my point of view, in general, be beneficial for ELLs.
music is more accessible and For the writing prompt, if a
less intimidating for many student has a song in mind that
students! was written in their native
language, I would make it an
option for them.
Standards:
meanings.
LAFS.8.RI3.8 - Delineate a speakers argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is
introduced.
Lesson Title: Hip Hop and Spoken Word Poetry
Purpose: In this lesson, we will be exploring hip hop and hip hop culture as it relates to the ideas of the
Harlem Renaissance, particularly jazz. There are many parallels between the two genres, and we will discuss
these. Additionally, we will examine examples in which hip hop was also used as an outlet for social activism
Building on this, we will transition into the genre of Spoken Word poetry, which uses hip hop, rap, jazz, and
other African American traditions as inspiration. Students will be examining a few examples of spoken word
and eventually attempting to create their own spoken word piece on an issue relevant to them. In the larger
context of life, this focus on the Harlem Renaissance was chosen for its empowering and inspirational
themes; in recent times. Many people in our country and across the world have been deeply affected by racial
conflict, minority issues, and related problems with the social justice system, and it is my hope that students
will be able to make connections the two eras and see the potential impact on society that the creative arts
can have.
Lesson Sequence:
This lesson will allow the classroom to continue bridging the gap from past to present. The lesson continues
from yesterdays lesson, which also involved music, but examines the genres of the Harlem Renaissance and
more modern movements as a whole. The lesson also continues with poetry, but challenges students previous
notions of poetry and introduces a new form: spoken word.
In what ways are jazz and hip hop similar?

How did hip hop reflect the social environment of the time in which it was created?
What is spoken word poetry and how does it relate to the musical movements we have discussed?
How are issues of race and other inequalities expressed through spoken word poetry?
Students will examine the similarities and This will be formatively assessed through student
differences between music genres of the discussion and participation in interactive lecture.
Harlem Renaissance and hip hop.
Students will investigate examples of This will be formatively assessed through discussion.
spoken word poetry and hip hop music that
deals with issues of race in modern society.
Students will produce their own creative This will be assessed through the works and
piece of found spoken word poetry using explanations that students give of their created works.
text taken from the headlines. Additionally, students will be given the opportunity to
perform their pieces if they wish.
Materials:
Prepared interactive presentation on hip hop as it relates to jazz and the Harlem Renaissance
Examples of hip hop songs (working on locating school appropriate examples)
Presentation / handout on spoken word poetry (videos and transcripts)
Examples of spoken word poetry
Newspapers
working individually. For the spoken word poem creation, students can work individually or in a small group
(no more than 3 people).

Harlem and Hip Hop interactive presentation 15 minutes
Listen to hip hop examples 6 minutes
Discussion similarities, differences with jazz and connection to the Harlem Renaissance 10 minutes
Spoken word poetry interactive presentation 5 minutes
Spoken word examples and discussion 20 minutes
Spoken word from the headlines activity 30 minutes
Students will have the opportunity to share their poems tomorrow
Group work and strategic Dictionaries or access to from the discussion and analysis aspects of
grouping, pairing, teacher relevant vocabulary lists might the lesson; they will be able to make
circulation, and other be helpful for ELLs as well. connections and raise discussion points that
methods could be used. From Additionally, group work could are appropriate to their ability levels.
my point of view, in general, be beneficial for ELLs.
music is more accessible and Since students are taking
less intimidating for many pieces from the headlines, the
students! Since students are poems will be less
taking pieces from the intimidating.
headlines, the poems will be
less intimidating.
Standards:
meanings.
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 13 above.)

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Harlem Renaissance Unit Plan Westwood 8th grade Spring 2017

Teacher Name: Kalie Weiland

Lesson Title: Introduction to the Harlem Renaissance

Activities and Time:

Bellwork and bellwork discussion - 10 minutes

Lesson Title: Exploring Harlem Stations

Activities and Time:

Bellwork and bellwork discussion - 10 minutes

Lesson Title: Jigsaw Activity

Organization: Students will be arranged in groups of 4-5.

Bellwork and bellwork discussion - 10 minutes

Lesson Title: Reading The Typewriter

Activities and Time:

Lesson Title: A Dream Deferred

Activities and Time:

Teacher Name: Kalie Weiland

Activities and Time:

Lesson Title: Different Views of America: Comparing Poems

Teacher Name: Kalie Weiland

Lesson Title: Romare Bearden - Culture Collages

Activities and Time:

Teacher Name: Kalie Weiland

Lesson Title: Music as an Agent of Change: Harlem and Beyond

What can we learn from music?

Activities and Time:

Bellwork and bellwork discussion - 10 minutes

Lesson Title: Hip Hop and Spoken Word Poetry

In what ways are jazz and hip hop similar?

Activities and Time:

Bellwork and bellwork discussion - 10 minutes

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