Alexa DAuria

Setting: Urban/P.S 86
Time: 11:15-12:45pm

Grade/Subject Area: 5th Grade/Social Studies

Date of Lesson: 4/11/14

Class Description: Ms. Paranacs 5th grade, gifted and talented class is composed of 30
students, 11 boys and 19 girls. Nineteen students are Hispanic, four are African
American, and seven are Asian. The students reading levels are based on Fountas and
Pinnell. They range from V-X.
1. Purpose (concepts- Essential Questions):
What was the Harlem Renaissance?
o When was the Harlem Renaissance?
o What was happening in the United States during the Harlem
Renaissance?
o What effect did the Harlem Renaissance have on African
Americans?
o How did the Harlem Renaissance impact society?
o Who were significant contributors during the Harlem Renaissance
and what did they contribute?
o How did the Great Migration influence the Harlem Renaissance?
2. Vocabulary and Key Terms
Harlem Renaissance- a cultural movement that spanned between the
1920s and 1930s and included the new found freedom of African
Americans
The Great Migrationa period of time (between 1910 and 1970) when
African Americans moved from the South to the North is search of a better
life
3. Prior Knowledge:
The students have been reading the book The Great Migration. The
students are able to describe what happened during the great migration,
specifically how long it lasted, who was involved, what careers people
transitioned from, and why they wanted to migrate. Students can also explain how
it affected the North and South, as well as its affect on African Americans and
Whites.
4. Skills
Create a poster
Present their poster to the class
Analyze the resources given to their group
Interpret stories, poems, pictures, songs, and timelines
5. Objectives: The students will be able to
Identify the contributions of an important figure during the Harlem
Renaissance
Share what they have discovered
Determine which genre/category their assigned figure belongs to (novels,
poetry, art, music) based on the resources provided

6. Common Core ELA Learning Standards

Social Studies Core Curriculum Standards for Grade 5
Content Understandings
History of the United States, Canada, and Latin America
Concept/Theme Culture
Different ethnic, national, and religious groups, including Native
American Indians, have contributed to the cultural diversity of
these nations and regions by sharing their cus- toms, traditions,
beliefs, ideas, and languages.
Concept/Theme Empathy
Different people living in the Western Hemisphere may view the
same event or issue from different perspectives.
Concept/Theme Interdependence
The migration of groups of people in the United States, Canada,
and Latin America has led to cultural diffusion because people
carry their ideas and ways of life with them when they move from
place to place.
Concept/ThemeChange
Key turning points and events in the histories of Canada, Latin
America, and the United States can be organized into different
historical time periods. For example, key turning points might
include: 18th-century exploration and encounter; 19th-century
westward migration and expansion, 20th-century population
movement from rural to suburban areas.
Industrial growth and development and urbanization have had
important impacts on Canada, Latin America, and the United
States.
Concept/Theme Identity
Important historic figures and groups have made significant
contributions to the development of Canada, Latin America, and
the United States.
Geography of the United States, Canada, and Latin America
Concept/Theme Places and Regions
Maps and other geographic representations, tools, and technologies

such as aerial and other photographs, satellite-produced images,

and computer models can be used to gather, process, and report
information about the United States, Canada, and Latin America
today.
Common Core ELA Standards Grade 5
CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how
the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator's or speaker's point of view influences how events
are described.
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve a problem
efficiently.
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.2
Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.

7. Pre-Assessment
For homework the previous night, the students read about the Harlem
Renaissance. Specifically, where it is located, how much it has changed over time,
who has lived there, what the people have done for a living, living conditions,
struggles African Americans faced, and the multiple components of this time period
(writing, art, music).
8. Lesson Presentation:
a. Set-Induction
The teacher will display the brainpop video on the Harlem
Renaissance to the class. The teacher will draw a web on the white board
with culture in the center and tell the students that the Harlem Renaissance

was a cultural movement/rebirth. The students will draw the web in their
notebooks and the teacher will ask them to write down different parts of a
culture. The class will review the responses. The teacher will show four
maps of Harlem during the 1920s on the ELMO. These maps show the
migration and population of African Americans through Manhattan. The
class will discuss how much it has grown/stretched by counting the
amount of streets that were added.
b. Procedure
The teacher will tell the class that they will be working at their
table as a group.
The teacher will tell the class that they will be using the resources
provided to describe a genre and an important figure during the
Harlem Renaissance. They will create a poster to display their
findings.
The teacher will show the students the list of responsibilities on the
whiteboard and instruct each student to talk with their group
members and assign each other roles. (Manager, recorder,
summarizer, timekeeper, spokesperson, and elaborator)
The teacher will write the list of genres/categories using a web that
are part of the Harlem Renaissance. (novelist, musician, artist,
dancer, singer, actress, or poet)
Group 1: Novelist- Zora Neale Hurston
o The students will be given 2 pictures, a timeline, and a
summary of the book Their Eyes Are Watching God (1937)
o The students will be given the following directions:
Look at all of your resources.
Read the timeline and book summary to help
determine which category the person belongs to
(writer)
Try to answer the following questions. (They should
guide and instruct students to figure out what to
write on the poster.)
What attributes did she positively contribute to the
Harlem Renaissance? (Make sure you write this on
your poster!)
How is the book related to African Americans
during the Great Migration?
Think about how the author felt writing this during
the Harlem Renaissance. How is the book related to
her feelings and experiences? Do you think most
African Americans felt that way?
Create a biography about Zora Neale Hurston that
you will share with the class that summaries the
timeline.

You can tape/glue the resources and your responses

to the guided questions onto your groups poster.
Share what you have discovered about your person
with the class.
Group 2: Musician- Louis Armstrong
o The students will be given 4 pictures, a list of top hits, and
a timeline
o The students will be given the following directions:
Look at all of your resources.
Read the timeline and listen to the music on
Ms.DAurias iphone to help determine which
category the person belongs to (music)
Based on the following songs, what genre or type of
band do you think he played in? (Make sure you
write this on your poster!)
What attributes did he positively contribute to the
Harlem Renaissance? (Make sure you write this on
your poster!)
Create a biography that you will share with the class
that summaries the timeline.
Share what you discovered using the prompted
questions above.
Group 3: Poet- Langston Hughes
o The students will be given 2 pictures, a timeline, and a
poem.
o The students will be given the following directions:
Look at all of your resources.
Read the timeline and poem to help determine
which category the person belongs to (poet)
What made the migration from the South to the
North easier?
Based on the poem, what rights were African
Americans given that they did not have in the
South? (freedom)
Draw a picture of what Harlem looked like during
the Harlem Renaissance.
What attributes did he positively contribute to the
Harlem Renaissance? (Make sure you write this on
your poster!)
Create a biography that you will share with the class
that summaries the timeline.
You can tape/glue the resources and your responses
to the guided questions onto your groups poster.

Share what you have discovered about your person

with the class.

Group 4: Dancer, Actress, Singer- Josephine Baker

o
The students will be given 3 pictures, a video, a songs lyrics, jazz shoes,
and a timeline.
o
The students will be given the following directions:

Look at all of your resources.

Read the timeline, listen to the song breezing along with the breeze, and
watch the video from The Charleston performance on the iphone to help
determine which category the person belongs to

Check out the jazz shoes!

How did dancers dress during the Harlem Renaissance? Describe their
attire.

How do her lyrics portray her feelings during the Great Migration and the
Harlem Renaissance?

What can be inferred about the way African Americans were treated
during this time? Provide text evidence.

What attributes did he positively contribute to the Harlem Renaissance?

(Make sure you write this on your poster!)

Create a biography that you will share with the class that summaries the
timeline.

You can tape/glue the resources and your responses to the guided
questions onto your groups poster.

Share what you have discovered about your person with the class.

Group 5: Artist- Romare Bearden

o
The students will be given 4 pictures and a timeline.
o
The students will be given the following directions:

Look at all of your resources.

Read the timeline and names of the paintings to help determine which
category the person belongs to

How does he portray his perspective during the Harlem Renaissance?

What can be inferred about the way African Americans were treated
during this time? Refer to the paintings.

Since Romare Bearden eventually created collages, your groups should

put the paintings together in a collage on the poster.

Draw what you think the Harlem Renaissance was like.

What attributes did he positively contribute to the Harlem Renaissance?

(Make sure you write this on your poster!)

Create a biography that you will share with the class that summaries the
timeline.

You can tape/glue the resources and your responses to the guided
questions onto your groups poster.

Share what you have discovered about your person with the class.

c. Closure
Each group will share their posters in front of the class.
The students will take a poll on who they are most interested in
doing further research on.
9. Materials
Book with maps: The Historical Atlas of New York City: A Visual
Celebration of 400 Years of New York Citys History by Eric Homberger
Projector
Laptop
Brainpop video:
http://www.brainpop.com/socialstudies/ushistory/harlemrenaissance/
Breezin along with the breeze by Josephine Baker
The Charleston performed by Josephine Baker
http://www.youtube.com/watch?v=064oYkj1LBw

iPhone

laptop with itunes

timelines

pictures

jazz shoes

iPhone
10. Follow- Up Activity or Assignment
The class will be divided heterogeneously (based on gender, interests,
ability, and learning style) into 5 groups, each including 6 students. Each group
will investigate a specific genre during the Harlem Renaissance. Each group will
focus on a certain individual who made significant contributions during that time.
Students will be given the responsibility to assign roles in each group. The list of
responsibilities will be on the white board. If the students do not respond
positively to this, then the teacher will assign each individual a role. The students
will have 30 minutes to create a poster to share with the class. The students will
fill out a checklist as a group prior to presenting. The students will have 15
minutes to share their work. It will be displayed on the Social Studies wall.
11. Evaluation/Assessment
Checklist: (10 points)
_______ We worked together on this project by engaging in conversations and
sharing our opinions/responses.
_______ We were engaged in the activity and established roles.
_______ We listed all of the applicable genre/category for our individual.

_______ We used the questions to guide our presentation.

_______ The writing on the poster is clear and legible.
_______ We looked over our poster and checked for spelling errors.
_______ We posted the resources onto the poster.
_______ We used reading strategies to determine the best possible response for
the guided questions.
_______ Our work is creative!
_______ We clearly stated the attributes that were positively contributed by our
individual to the Harlem Renaissance
12. Differentiated
This lesson including a large variety of differentiation based on Gardners
multiple intelligences. The videos will engage visual learners at the beginning of
the lesson and during the activity. The songs will engage students with musical
intelligence. The readings enhance students linguistic abilities. It also increases
each students interpersonal skills by working in a cooperative learning group.
This lesson is appropriate for gifted and talented learners because they work
together to gain knowledge and create a poster. It allows for higher order thinking.
13. Resources
http://chdr.cah.ucf.edu/hurstonarchive/?p=plot-summaries
http://www.brainpop.com/socialstudies/ushistory/harlemrenaissance/
The Historical Atlas of New York City: A Visual Celebration of 400 Years of
New York Citys History by Eric Homberger
The New York State Story by Gloria Sesso and Chris Welles Feder
Love to Langston by Tony Medina, Illustrated by R. Gregory Christie
Langston Hughes Revised Edition Great American Poet by Patricia and
Fredrick McKissack
Louis Armstrong Revised Edition Jazz Musician by Patricia and Fredrick
McKissack
Louis Armstrong by Judith Pinkerton Josephson
Zora Neale Hurston Revised Edition Writer and Storyteller by Patricia and
Fredrick McKissack
http://www.beardenfoundation.org/artlife/timeline/timeline.shtml
http://www.beardenfoundation.org/artlife/beardensart/oils/artwork/factory_wo
rkers_i.shtml
http://www.beardenfoundation.org/artlife/beardensart/oils/artwork/untitled_tru
mpet_i.shtml

http://www.beardenfoundation.org/artlife/beardensart/oils/artwork/poor_thirst
y_souls_i.shtml
http://www.p12.nysed.gov/ciai/socst/pub/sscore1.pdf
http://www.corestandards.org/ELA-Literacy/SL/5/