UNIT DAY #9, 10

Teacher Candidates Name: Rhyan Sharkey

Date: Unit Day #9, 10
Lesson Title: Harlem Renaissance Poetry Workshop Performances
Class / Grade: English / Grade 10

Central Focus (Similar to Enduring Understanding):

Poetry is a highly personal art and those who create and perform it should be celebrated. Such
poetry always has the potential to inspire its audience and has been the catalyst for American
society during the Harlem Renaissance.

Student Learning Goals / Objective(s):

SWBAT participate in a classwide presentation of poetry by behaving respectfully toward the
presenter as an audience member.
SWBAT present original poetry and speak audibly, clearly, and with proper pacing as outlined in
the poetry reading rubric.
SWBAT film their poetry performance and post on the unit website.

Academic Standards (NJPST, NJSLS, others):

NJSLSA.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating
command of formal English when indicated or appropriate.
NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
NJSLSA.L5. Demonstrate understanding of word relationships and nuances in word meanings.

Assessments:
Formal (Summative)
Poem
Performance
Informal (Formative)
Teacher observation of students as audience members

Academic Language:
Examine the learning goal/objective to complete the chart.

Identified Language Demands Planned Language Supports

Inability or discomfort with performing live Option to pre-record poetry performance for
in front of the class posting on class website, show during poetry
performance.

Instruction Strategies and Learning Tasks (Procedures):

 Teacher will allow students to practice performing their poems.
Students who wish to pre-record their poetry reading may do so at this point. They will
show during performance instead of performing. Poetry will be shown on the unit
website.
Students perform and teacher will grade the performance based on the rubric provided to
the class.
Students will participate as respectful audience members and will be observed by teacher.

Support for Accommodations and/or Modifications:

Specific support strategies outlined for students in the class (examples below):
Support for ELLs, Support for Students with IEPs or 504 Plans, Support for
Struggling Students (who do not have IEP/504 Plans)
Ability to pre-record poetry performance

Materials / Use of Instructional Technology:

Teacher Materials
Video recorder
Copies of performance rubric
Student Materials (Include adapted materials for differentiated instruction.)
Copies of their poems to hand in

Homework / Assignment for Next Class:

n/a