That was the nicest thing you could say, FD...thank you!
I was just workiing on my lesson plan..and thought I'd drop it off:
(it's not finished...any ideas to help me finish the second week out would be appreciated...)
Mon Power Point intro to Harlem Renaissance (Daniela)— (10 minutes)
stop to write one page essay, diary entry, or prepare rap/performance about 1. Preparing to journey north to avoid Jim Crow laws or 2. How you think you’d respond to Jim Crow laws as a black American. (listen to blues music while prepare--youtube account is queued) (15 minutes)
performances (10 minutes) others hand theirs in
BUSINESS-- discuss computer lab days, timeline and report. Remind of timeline rubric, I will hand out list of names / events for timeline on Friday. Tell them how important it is to find a mechanism to keep up with these. Field questions about timeline. Discuss behavior criteria to attend computer lab. Also, discuss that TIME MANAGEMENT IS NOW AN ISSUE that will a part of the grading process.(5 minutes)
Divide into collage groups: 3 groups. (Each group must have equal number of non-Putnam students) To prepare for an art project, play A Fusion of Tribe Samples and Romare Bearden.…discuss look and method of collage...
cut out pieces from magazines, prepare to draw eyes, musical instruments, parts of people / items / whatever to glue together for collage,...
discuss possible topics of your collage in large group,
assign scribe for small groups, the scribe writes the topic for the collage, the names of the group members, and answers the question "What aspect of the Harlem Renaissance does our collage represent?" This is turned in later this week before the collage is presented to the class. It will be graded. (Listen to blues / jazz from the Harlem Renaissance Era and HR art displays on overhead as students work on their project). (20 minutes: Start by 2:30) Explain I am allotting an hour and a half over three days to complete this project. I advise 20 to 30 minutes discussing what they want to say with their art, 30-45 minutes of preparation (cutting out, drawing, deciding what it should look like on the page BEFORE gluing), 15-30 minutes of small group discussion / writing your verbal explanation of what you were saying with your art.
(needs: scissors (15), magazines, paper, crayons, 3 glues, 3 receptacles to keep cut outs, Youtube account queued to Blues and Romare Bearden collage / music: A Fusion of Tribe Samples and Romare Bearden. [A Tribe Called Quest.])
Tues-- Finish Power point of history / explanation of Harlem Renaissance...(class discussions on several page points, Migration of the Negro, Tombstones: teach imagery... what is Lawrence saying with his art?) Stop on Langston Hughes poem "I, Too" (10 minutes)
explicate the poem... talk about metaphor/ teach metaphor vs simile. (ex. what does he signify with "dinner table"?) (5 minutes)
Journal assignment: Write a poem about a black Americans' position/feelings in America (either the Migration or Jim Crow or the birth of the Renaissance) using one of the following metaphors to represent America: a song, a school, a bus (or any kind of transportation), a pie, a human body, a sea, or any other metaphor you can think of. (15 minutes)
Back to Power Point: “We Real Cool” by Gwendolyn Brooks… read it, watch the video "We Real Cool"….. Inform them we will revisit this poem. This is just first taste.
Watch "Through the Ozone"...remind groups they should be prepared to discuss the event they are depicting in their collage and explain/describe their choices.
Return to collage group. INFORM: Must complete collage on Wed before going home. Time management and being an effective member of a group goes into grading. Fair warning! (2:15!!! to 2:45) (Non-Putnam students may continue to work til 3)
Wed -- Allot 30 minutes for students to complete collages and written descriptions (30 minutes)
3 presentations with questions from other groups @ 5 minutes each (15 minutes)
"We Real Cool" ...listen to the beat in this poem. (find co-assist to help write to a beat) learn line stop, enjambment, alliteration, other terms associated
vocab list--imagery, simile, representational art, metaphor, line stop, enjambment, alliteration....find in poems...teach terms by locating in poem...gauging significance as a literary device.
(need rest of day's lesson)
(NEEDS: blue tape for 3 collage hangings, scissors (15), magazines, paper, crayons, 3 glues, 3 receptacles to keep cut outs, Youtube account queued to new jazz / blues...)
Thurs vocab refresher
Fri Computer lab to research dates for timeline (due Sept 22) (MATERIALS: copy of timeline, rubric for timeline, names and events for timeline, report of week's behavior. Mr Powell remains with any students whose behavior did not meet requirements. He may oversee their research in the room.)
Mon (ideas for this week..Countee Cullen," Dream Deferred" more imagery...look for literary devices we are working on...small group explication....large group sharing)
Tues
Wed
Thurs
Fri Computer lab day to research info on Presentations/ essays
