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Ms. Lacey Kreider
Writing Unit Lesson 1
March 1, 2008
Overview:
The Harlem Renaissance Exhibit
10th Grade
Lacey Kreider
Spring 2009
Rationale:
The Harlem Renaissance was a vibrant time that was characterized by innovations in art,
literature, music, poetry, and dance. This unit gives the students an opportunity to
research a time in history that has made a huge impact on their lives, whether they realize
it or not. The music they listen to, the art they look at, and the culture they live in every
day have a direct correlation to the Harlem Renaissance. These lessons will give them a
background that they will understand and learn from.
The students not only get practice in writing, but also they get to use their creative
abilities in all language arts. They will have an opportunity to learn about history and
different cultures in this unit. In the end, the students will have designed and created a
museum exhibit on the Harlem Renaissance. The exhibit will include a backdrop, essays
on the history of the Renaissance, music to set the mood of the time, and paintings.
Students will get into groups to work together and complete the exhibit. Finally, once the
exhibit is completed, the students will present them to the rest of their peers.
Objectives:
1) The students will be able to research and evaluate information about the
Harlem Renaissance from different sources.
2) The students will be able to share this information with their peers through
reading, writing, speaking, and listening activities.
3) The students will be able to understand ways that the Harlem Renaissance
reflects in their lives and cultures today.
DESE Standards
1) Standard 1: speaking and writing standard English
2) Standard 4: writing formally
3) Standard 6: participating in formal and informal presentations and discussions
of issues and ideas.
Teacher Resources:
Internet websites on the Harlem Renaissance
A music player
Duke Ellington cd
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A copy of the paintings
Art supplies for the students
A space in the hallway to display
Student Resources:
Internet access
Art supplies
Computer access
School Resources:
Laptops
Library
Art Supplies
Hallway Space
Assingment Length: 2 weeks
Means of Assessment: The students will be assessed using the attached rubric. Their
exhibit must be appealing, their essay must be finished and edited, and their presentations
must be well thought out and prepared. The students will receive a rubric and a handout
explaining their responsibilities at the beginning of the unit. Point distribution will be as
follows:
KWL Chart (Warm-up)
Rough Draft/Ratiocination
Reflection
Presentation/ Exhibit
Response
______/10
______/20
______/10
______/50
______/10
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Lesson Plan 1 – Teacher centered
Harlem Renaissance
Unit: Day 1, 50 minutes
Teacher: Lacey Kreider
Subject: Language Arts
Level: 10th Grade
Topic: Harlem Renaissance Skills: Writing, Discussing, Researching, Presenting
Rationale: The Harlem Renaissance was a vibrant time that was characterized by
innovations in art, literature, music, poetry, and dance. This lesson will remind
students of their prior knowledge of the subject through several types of art
examples. At the end of the lesson, the students should be ready to begin
research on the artist assigned to their group.
Objective:
The objective of this lesson is to introduce the students to the project. They may
already be somewhat familiar with the Harlem Renaissance, but this lesson will take
them more in depth. Introducing them to the writings, paintings, music, and
atmosphere of the Renaissance, this lesson will help them realize that their cultures
have been influenced by this time. After this lesson, the students should be able to
understand the topic and research it to include in our exhibit. This lesson is mainly
to spark their interest in the project.
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Materials:
Paper for note taking
Copy of paintings (Street Life:Harlem & Jeunesse)
Cd player and Duke Ellington cd
Copy of Langston Hughes’ poem, The Negro Speaks of Rivers
Summary:
In this lesson, the students will receive their topic for our class exhibit and learn
about the best ways to research this topic. I will provide the class with some visual
aides in order for them to understand what we are studying. Then they will get into
six small groups and brain storm on ways to include different aspects of the Harlem
Renaissance in our class exhibit, as well as what should constitute a good exhibit.
The students need to decide if they want to draw, create, or write something that
encompasses this topic.
Time Break Down:
Lesson 1 will begin with a “Do Now” that will take approximately ten minutes. The
students will be asked to fill out the first two columns of their KWL chart. When
they are finished with this, we will discuss their thoughts as a class. After the “Do
Now” will be a presentation by me. I will tell the students the background and
setting of the Harlem Renaissance, and then I will show the students the examples
from the period that I have compiled. After this is complete, the students will be
assigned a group chosen by who I believe will work well together. Each group
should have students that have talents in all four of the Language Arts. The
teacher should walk around the room and make sure everyone is on task as well
as help with any questions.
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Assessment:
The students will receive ten points for completion of their “Do Now” and their work
in groups will be documented by the teacher to determine their group work points
that will be given at the completion of the project.
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Lesson Plan 2-student centered
Harlem Renaissance
Unit: Day 2, 50 minutes
Teacher: Lacey Kreider
Subject: Language Arts
Level: 10th Grade
Topic: Harlem Renaissance Skills: Writing, Discussing, Researching, Presenting
Rationale: This lesson is student centered to help the students prepare for their
presentations on artists from the Harlem Renaissance. The students should have
their subject ready and, during this class period, should find all the sources and
references that they will use in their final museum exhibit project.
Objective:
The objective of this lesson is for the students to have time to research. They will
get into their assigned small groups and go to the library to research. The students
will also be expected to begin drafting their group essay.
Group One: artist Jacob Lawrence
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Group Two: artist William H. Johnson
Group Three: musician Duke Ellington
Group Four: musician Bessie Smith
Group Five: poet Langston Hughes
Group Six: poet Countee Cullen
Materials:
Library time
Internet for research
Notebook and Writing Utensil
Summary:
I will explain to the students that the exhibit must include examples of the artists’
work, background on the artist, and a visually interesting backdrop for the exhibit
that captures the audiences’ attention.
Also, each student will be responsible for
at least three paragraphs of their essay to include the aspect of the exhibit that
they are in charge of.
Time Break Down:
The teacher will only use about ten minutes to describe what is expected of each
group’s project. The students have the remainder of the period to stay in the
library and conduct their own research online or in books. During this time, the
teacher will circulate, answering questions.
Assessment:
I will give the students points based on their actions in the library, as well as their
participation in their groups. Each group member will be evaluated on both their
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group work and their individual work. The students will be expected to bring notes
and be reading to start their projects at the beginning of the next class period.
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The KWL Graphic Organizer
Name:________________________________Date:____________
What do I already
know about the
Harlem
Renaissance?
What do I want to
learn about the
Harlem
Renaissance?
What did I learn
about the Harlem
Renaissance?
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The Harlem Renaissance Museum Exhibit
Ms. Kreider
Spring, 2008
NAME:_____________________
Here is an outline of what our Harlem
Renaissance Exhibit should entail. Remember
to work with your group members; working together
will make this project more interesting and more fun
for you.
Day 1: Group Assignments/topic assignments
Due: KWL Chart
_______/10
Day 2: Library Time/Start Essays
Due: None
Day 3: Ratiocination
Due: 4 Copies of Rough Draft
_______/20
Day 4: Wrap Up/Editing
Due: Reflection
_______/10
Day 5: Presentations
Due: Final Museum Exhibit
_______/50
Day 6: Presentations con’t.
Due: Response to Classmates
KWL Chart Due
_______/10
Museum Exhibit Rubric
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1
Team
Our team lost.
participation
and
cooperation
was present
Examples of
poet’s,
I hear one
musician’s, or note, but no song.
artist’s work
were
included
Adequate
background
Is this
information is person a man or
provided
woman?
5
10
We won, but not by
much.
We worked together
and dominated the
other team.
This is
getting good
I love this
song!
I am starting to get to
know this person, and
I like him/her.
Could be a
biography, great job.
I’m sitting at my desk
reading, pretty
comfortably.
Now, I’m on a beach
in a lawn chair and
am reading my
favorite book.
The Exhibit
Was the
essay
grammatically
correct,
organized,
and
informative?
I feel like I was
reading upside
down and
backwards.
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Calendar (Teacher Version)
 Previous to Day 1
o Research internet sites to allow students to use
o Research Harlem Renaissance to relay to
students
o Acquire Duke Ellington CD and a way to play it to
the class
o Make PowerPoint with paintings and poetry to
show class
o Talk to Administrators about displaying exhibits in
the hallway
o Reserve library for Day 2
o Print hand-out, rubric, reflection, KWL chart, and
ratiocination for students
o Find another class or audience to sit in on the
presentations
 Day 1
o Write “Do Now” on the board
o Be prepared to present the information you found
prior to this day
 Day 2
o Take students to library
o Assign points for the “Do Now” activity
 Day 3
o Hand out ratiocination
o Assist students
 Day 4
o Assign points for Ratiocination
o Help students wrap up their essays
 Day 5
o Grade presentations and exhibits
o Make sure to have another class, principal,
librarian, etc. present
 Day 6
o Hand out reflection work sheet
o Grade presentations and exhibits
o Collect essays
o Collect completed KWL chart
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Calendar (Student Version)
“We are less lonely when we connect. Art is connection.”
Nikki Giovanni






Day 1
o Come prepared to learn about the Harlem Renaissance, your
“Do Now” is the only assignment that will be handed out first
thing.
Day 2
o Work with your group in the library to research and begin
your essay. Each group member should have one area of the
subject to specialize in.
 History/Background of Person
 Accomplishments of Person
 Collecting examples of their accomplishments
 Putting together the essay and editing
Day 3
o Bring 4 copies of the rough draft of your essay so everyone in
your group can help with the ratiocination
o We will complete it in class and turn it in at the end of class
Day 4
o This is your last chance to work together to complete your
Exhibit. Make sure it is complete and that your essay is
correct
Day 5
o COME PREPARED TO PRESENT!! You will be presenting to
more than just your classmates. Special guest(s) to be
announced at a later date
Day 6
o FINISH PRESENTATIONS!!
o Turn in your response worksheet at the end of the class
period. Tell your classmates what you liked and found
interesting about their project! Constructive criticism is good
for us all.
o Turn in KWL chart
This is going to be a fun project, enjoy it!!!
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The Harlem Renaissance Essay: Ratiocination
World Literature-Fall 2008
Ms. Kreider
Ratiocination is a way to apply reason to the writing process.
advice: Triple space your essay before you begin this exercise.
A little
(Be sure to use a different colored pencil for each step.)
1. Circle the “to be” verbs. (am, is, was, were, are, be, being, been, must,
be, will be, has been, had been, can be, could be, would be, might be)
Eliminate half of the “to be” verbs and pencil in the new, active verbs that
will have more impact or be more specific.
2. Make a wavy line under words that have been repeated several times.
Leave the word if it is necessary for emphasis or if it is needed to continue
the writers thought.
3. Underline every sentence with a colored pencil. Break the line at the
end of each sentence. Alternate between at least two colors to help
you see if the sentence lengths have a variety. When all or most of the
sentences are long, shorten some of them. When sentences are short,
combine some of them. If any sentence is rambling or confusing, rewrite
it.
4. Cross through the somewhat weak words. Words such as very, good,
quite, sort of, kind of, too, a bit, nice. Use a thesaurus to help you
replace the work with one that will be more interesting.
5. Does your essay have a central theme? This is not a loosely
constructed ramble through your research. This essay should look at the
life, times, events, values, and contributions of your subject. You will
notice how much it relates to your life now. This could be part of your
theme,
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Name:_____________________________________________Date:_________________
Responses and Reflections to the Harlem Renaissance Presentations
1. What impact did the Harlem Renaissance have on African Americans? What is
the significance of this period in African American History? Make reference to
another group’s presentation in your answer.
2. How did learning about varied artists, musicians, and poets contribute to your
understanding of this time period? Which artist did you find particularly
interesting and why?
3. Comment on each groups presentation and information. Give positive feedback.
a. Group 1:
b. Group 2:
c. Group 3:
d. Group 4:
e. Group 5:
f. Group 6:
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