Benchmark – Humanities Comprehensive Assessment Plan

Teacher Candidate Name:

Marquetta Gibson

Grade Level:

9th Grade

Date:

May 19, 2021

Unit/Subject:

African American History

Instructional Plan Title:

1 hour 30 mins

Lesson Summary and Focus:

In this lesson, students will learn about the African American creative and intellectual New Negro Movement, New Negro Renaissance, the Art Movement, famously known as the Harlem Renaissance. Student will learn about and focus on major figures connected to the movement, recognize their contributions, and compare and contrast their personal disciplines.

Classroom and Student Factors/Grouping:

The classroom consists of 2 in-class students and 10 virtual students, in which several are identified at various levels of African American studies knowledge. The classroom dynamics includes students have IEP/504 instructions. The lesson will be differentiated by adjusting the extra resources provided to the students who are not as far along in the lesson, and the number of multiple-choice questions will be reduced.

National/State Learning Standards:

“VUS.1a) The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history” (Virginia Department of Education, 2021).

“VUS.1d) The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by constructing arguments, using evidence from multiple sources” (Virginia Department of Education, 2021).

“VUS.1f) The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history” (Virginia Department of Education, 2021).

“VUS.1j) The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by investigating and researching to develop products orally and in writing” (Virginia Department of Education, 2021).

“VUS.6e) The student will apply social science skills to understand major events in Virginia and United States history during the first half of the nineteenth century by evaluating the cultural, economic, and political issues that divided the nation, including tariffs, slavery, the abolitionist and women’s suffrage movements, and the role of the states in the Union” (Virginia Department of Education, 2021).

“VUS.10a) The student will apply social science skills to understand key events during the 1920s and 1930s by analyzing how popular culture evolved and challenged traditional values” (Virginia Department of Education, 2021).

Specific Learning Target(s)/Objectives:

Students will gain an understanding of the political, social, and cultural environments that gave birth to the Harlem Renaissance. Students will learn about what Harlem Renaissance’s artists and musicians and what influenced/inspired their works. Students will increase their knowledge about the Harlem Renaissance, an understanding the time-period, how it started, and how it played a significant role in American history. Students will apply critical thinking skills to examine and analyze poetry verbally and in written assignments, to develop a greater understanding of African American history and culture. Afterwards, student will work in small groups. They will have the options to choose three influencers of the period. They will construct a Venn Diagram of all three influencers, write and present a one-page essay of one chosen influencer, and create and conduct a mock interview for the influencer.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

· Great Migration

· National Association for the Advancement of Colored People 

· New Negro Movement

· Renaissance

· Assimilation

· Expressionist

· Stereotypes

· Synthesized

· Prolific

· Syncopated

These vocabulary words and terms will better assist students in gaining an understanding of how and why the Harlem Renaissance was constructed. This will provide them a comprehension of how the Renaissance helped transform the stereotypes and images of African American for the better. To strengthen the students’ knowledge the words and terms will be spoken of throughout the entire lesson which will include lecture, small group work, activities, and projects.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

· Assigned or personal laptops with microphones and cameras

· Google Meets (link for class not provided)

· YouTube videos

· Microsoft Word

· PowerPoint

· Kahoot

· Quizlet

· Paper

· Pencil

https://www.youtube.com/watch?v=90PTxdsqfsA

https://create.kahoot.it/share/harlem-renaissance-introduction-quiz/b2ff8d28-28b0-4c18-96e6-aaac5badab15

https://quizlet.com/1037263/harlem-renaissance-flash-cards/

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

· I will use a YouTube Video to briefly explain the Harlem Renaissance and to capture their interest. Students will then be questioned on their personal knowledge of the era. Students will be allowed to have open communication on the discussion.

· Student’s will be told to take notes using Microsoft Word or pencil/pen and paper, on information presented to them through a PowerPoint presentation.

Time Needed

25 mins

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

· Use Google Meets to separate students into groups of three. Demonstrate how to construct a Venn diagram in PowerPoint, then I will allow students to break into their own group chats to create their own diagram that demonstrates the connections between three individuals who represented poetry, music, and/or visual art during the Harlem Renaissance.

· Students will choose three influencers. They are granted time to browse their own Online resources and other resources around them. Students must focus on the connections they observe between poets, musicians, and visual artist. Students should compare and contrast the influencers personal disciplines.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL): There are no ELL students in this African American Studies course. However, because the lessons are virtual, ELL students will be provided with PowerPoint presentations that include YouTube videos with subtitles, images, and translations if they are required.

· Students with special needs: Assistive listening devices: Students with difficulties hearing or concentrating can benefit from the use of an assistive listening device. These are designed to make it easier for students to listen during class by amplifying sound.

· Students with gifted abilities: Gifted students are not provided materials in a virtual learning environment for African American Studies.

· Early finishers (those students who finish early and may need additional resources/support): Students who finish work ahead of time will be guided to extra provided resources such as YouTube. They may watch extra documentations based on the Harlem Renaissance while others continue working on their diagrams.

Time Needed

25 mins

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

· Students work in partnerships to expedite flipped-classroom teaching, in which students teach each other. Student will be asked to present their Venn Diagram and share their connections and differences.

· I will ask each group to share and explain to the class why they chose the three specific individuals from the Harlem Renaissance.

· I will ask groups to explain why they think their influencers inspired the Harlem Renaissance more than others in their professions.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL): Proofreading technology can assist students with disabilities that hinder their language, mobility, and comprehension. It can also assist those who struggle to type. This technology can correct common vocabulary, grammatical errors, and make grammatical recommendations.

· Students with special needs: Because the assignment is virtual, students can participate by using switch devices. The devices can assist students who are mobility impaired and can make it easier for students with disabilities to participate in lessons, just as their classmates do. “The devices allow students to touch, blink, kick, or push and pull to interact with educational content and software” (Western Governors University, 2020). 

· Students with gifted abilities: By allowing students to choose three of their own influencers in the Harlem Renaissance, can create a chance for students to have choice and can help build on student interest.

· Early finishers (those students who finish early and may need additional resources/support): Before Venn diagrams are presented; If students have completed diagrams the students will conduct research for their group that will go towards their brief bio essay.

Time Needed

10 mins

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

· The paired groups of three will choose one influencer they appreciate the most out of the three Renaissance influencers. Students will conduct further research utilizing their laptops or other resources in their home. They will work together using a Google meets chat room. They will write a one-page biography using Microsoft Word, then students will read their essay to their classmates on the influencer.

· If time presents itself, students will log into their Kahoot accounts using their laptops or cellphones. Students will participate in a summative assessment through the app as a way to test their knowledge on basic Harlem Renaissance information given at the beginning of class.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL): Students have an option to participate in the Kahoot game summative assessment or the personal quizzes and study the material on Quizlet.

· Students with special needs: Text-to-speech tools can be used to assist students that have disabilities that affect their ability to read, like visual impairments and/or dyslexia. Or students can use the switch devices. They are allowed to use this during the Kahoot game. If they are unable to use these devices to participate in the game, they are allowed to utilize personal quizzes and study material on Quizlet.

· Students with gifted abilities: These students tend to enjoy the competitiveness the games Kahoot has to offer. They will participate in the summative assessment.

· Early finishers (those students who finish early and may need additional resources/support): They will participate a long with the class in the Kahoot game summative assessment.

Time Needed

30 mins

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Students will conduct further research on their Harlem Renaissance influencer. They will work in their groups outside of class to create a mock interview of their influencer. Assignment will be presented the next class.

Time Needed

0 mins