Standards:

CC.9.1.5.E. Know and demonstrate how arts can

communicate experiences, stories, or emotions through
the production of works in the arts.
CC. 9.2.5.A Explain the historical, cultural and social
context of an individual work in the arts.
CC. .2.5.D. Analyze a work of art from its historical
and cultural perspective.
CC. 9.3.5.B. Describe works in the arts comparing
similar and contrasting characteristics.
CC.1.5.F. Determine the meaning of words and phrases
as they are used in grade level text, including
interpretation of figurative language.
CC.1.5.5.B: Summarize the main points written text
read aloud or information presented in diverse media
and formats, including visually, quantitatively, orally.
CC.1.3.5.B: Cite textual evidence by quoting
accurately from the text to explain what the text says
explicitly and make inferences.
CC.1.3.5.E: Explain how a series of chapters, scenes, o
stanzas fits together to provide an overall structure of a
particular story, drama, or poem.
CC. 1.5.5.A: Write with a clear, focus, identifying
topic, task, and audience.
CC.1.5.5.B: Develop content appropriate for the topic.
CC.1.4.5.B: Write persuasive pieces.

Teaching Methods:
Scaffolding
Turn & Talk
Graphic Organizers
Discussion groups
Class discussion facilitated by teacher
Lecture by teacher
Pretest
Field trip
Class project
Story telling
Jig saw
Web-based instruction

Knowledge of Students and Context:

For one branch of my web, I touch on different
artistic/activist movements that bring about
social change. I have chosen to focus on the
Harlem Renaissance because (based on my
Classroom Mentors curriculum planning) my
students will be in the process of finishing a
curriculum unit on Civil Rights.
Since being in my new classroom, I have noticed
how many students enjoy doodling, drawing, and
being creative and/or artistic. Planning an entire
curriculum unit revolving around the visual arts
will not satisfy each students interests, but it will
give other students opportunities to express
themselves in a different manner. I also believe
that when we teach about something we are
passionate about we are most effective. Having
studied art history, I hope to instill an
appreciation for the arts in my students.

Curriculum Materials:
Literature texts:
Love That Dog by Susan Creech
Harlem by Walter Dean Myers
The Great Migration by Jacob Lawrence
Video: The Harlem Renaissance (The
History Channel)
Documentary on Romare Bearden (30
min.)
News articles: NPR on Romare Bearden,
NPR on The Great Migration
Collage supplies, magazines, newspaper
clippings, scissors, construction paper,
glue, blank paper, notebooks
Computers for publishing narratives and
research

What

Lesson

Why

How

Educational Philosophy and Beliefs
The social aspects of learning are important to
me. They play a critical role in the development of
students.
Read-alouds are beneficial for all ages
Learning through participation, teaching is
collaborative, roles of student and teacher are
flexible, not fixed
I support learning for understanding, (learners
who understand more about their own learning
have greater capacity to transfer their learning to
new problems and contexts)
I want students to have the freedom to be
expressive and creative in the classroom, to
demonstrate their interests and their opinions.

Theories of Teaching and Learning:

Students construct knowledge from
their pre-existing ideas and
understandings (Piaget)
Students should be allowed to express
their knowledge in different ways, in
accordance with their strengths
(Tomlinson, Gardner)
Students construct their own
understanding and knowledge of the
world through experiencing things and
reflecting on those experiences;
imperative to make connections
between what is new that is being
presented with students prior
experiences (Piaget)
Vygotskys social development theory:
social interaction precedes
development; consciousness and
cognition, zone of proximal
development: interaction with peers is
an effective way of developing skills
and strategies.