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21st Century Classroom Lesson Plan Idaho State Department of Education Students Come First Developed According to the

Charlotte Danielson Framework and Universal Design for Learning (UDL) Charlotte Danielson Framework - This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for Teaching: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d: Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning. UDL This lesson plan incorporates the primary components of Universal Design for Learning (UDL), which is an educational approach with three primary principles including;

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Multiple means of representation, to give diverse learners options for acquiring information and knowledge, Multiple means of action and expression, to provide learners options for demonstrating what they know, Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

Lesson plans created by educators for submission into Idahos Learning Management System (LMS) Schoolnet must include these components. For information on Universal Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at; http://lessonbuilder.cast.org/ Blooms Revised Taxonomy This lesson plan includes Blooms Revised Taxonomy as a component. *Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan template is based upon the CAST UDL Lesson Plan Builder but includes extra fields specific for submission into Idahos Schoolnet Learning Management System and must be completely filled in (unless labeled * for optional) to facilitate entry into a searchable statewide and national online database. Educators are not limited to the space provided, as the table will expand to fit the entries. Name: Cynthia Mills District Name: Meridian District Number: #2 School Phone: 208-350-4340 Email: (not published) mills.cynthia@mridianschools.org School Name: Rocky Mountain High School School Address: 5450 North Linder Road Administrator Name: Mike Hirano

Lesson Overview Unit: The Harlem Renaissance Lesson Title: WebQuest: The Harlem Renaissance Subject: *Subheading: English Duration: 2-3 Blocks (180-270 minutes) Grade Level(s): 11 Course: (Please choose from the dropdown list provided) Honors English 11 Big Idea or Focused Investigation: Explore, research, reflect and analyze the history, literature, art, and music of the Harlem Renaissance. Enduring Understandings: Through research, students will uncover a historical movement that not only impacted the African American culture, but it also influenced the country as a whole. Essential Questions:

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How did African Americans react to the intolerance of the South in the 1920s? How did this result in social and cultural change? How did the art, music, and literature reflect the Harlem Renaissance? What motifs and themes emerged during this era?

CAST2006

Adapted from http://lessonbuilder.cast.org

Description Lesson Description: Describe the primary nature (e.g. hands-on, inquiry, project based etc.), whether interdisciplinary or single-subject and how it relates to a broader unit. Being clear, descriptive, and specific will help to develop the online keyword searches within Schoolnet. Make sure you provide enough information on this lesson plan that it can be replicated. Description: This lesson plan directly scaffolds from a unit on American culture and the Roaring 20s with the emphasis on reading and analyzing the classic novel, The Great Gatsby, by F. Scott Fitzgerald. It then scaffolds into a 5-paragraph essay that students will write after they have completed their WebQuest. There are 8 steps to completing this WebQuest: 1. Introduction: Anticipatory Set. Research the Harlem Renaissance using guided links provided in the WebQuest and self-directed research. Use www.wix.com to create your website. Create a webpage that highlights and educates the viewer about 3 genres of The Harlem Renaissance: literature, music and art. Cite your text using proper MLA. Create a works cited for the webpage using MLA. Self-evaluate website. Present webpage to peers for evaluation.

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4. 5. 6. 7. 8.

Goals and Objectives (Framework Domain 1c: Setting Instructional Goals) Goals and Objectives: The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer. Unit/ Lesson Goal/s: Students will demonstrate the ability to use thoughtful analysis of the information they gather through their WebQuest of the Harlem Renaissance.

Lesson Objectives: Locate, identify and analyze research related to the Harlem Renaissance. Create a webpage depicting information gathered on the WebQuest. Integrate both the information gathered and other media to enhance webpage. Build a works cited using MLA format. Evaluate self and peers using rubric.

CAST2006

Adapted from http://lessonbuilder.cast.org

Standards Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or use the internet links provided to access then copy and paste into the document) Idaho State Content Standards: Common Core State Standards (English Language Arts and Mathematics): Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Draw evidence from literary or informational texts to support analysis, reflection, and research. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in M presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

*National Education Technology Standards: *Professional Technical Standards: *English Language Development (ELD) Standards: Learning Outcomes Begin with the end in mind (Framework Domain 1e: Designing Coherent Instruction) Learning Outcomes: How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence? Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to: Learning Outcome: This

lesson plan is designed to encourage research and self-directed learning in the area of Black History, specifically the Harlem Renaissance and its contributions to Black identity, Black expression, and change in American society. It builds on a previous unit about The Roaring 20s, allowing students to compare/contrast the two cultures that emerged and trace any connections between the two. Specifically, this WebQuest will be the building block for students to write their 5-parqagraph essay about the art, music, and literature of the Harlem Renaissance. In addition, it supports future lessons by building research, analytical, writing and technical skills.

Checking for Understanding Questions: Exit Ticket: Can be done using M-Socrative. What can have you learned after your first day researching the Harlem Renaissance? What surprised you? Why? This can be repeated each day. Blooms Revised Taxonomy Which levels of Blooms Revised Taxonomy are targeted? Check one or more. (Use drop down online within Schoolnet or checkbox) * * Remembering Understanding Applying * * * Analyzing Evaluating Creating

CAST2006

Adapted from http://lessonbuilder.cast.org

Methods and Instructional Strategies (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. WebQuest, Renaissance, New Negro, Twoness, motifs, theme, irony, tone, genres, racism, Jim Crow Laws, Harlem. Introduction/Anticipatory Set: Students will listen go to the website: http://edtech2.boisestate.edu/CynthiaMills/502/webquest.html. Instructor will guide students to page, read the brief summary together, proceed to the introdution page and listen to the sound recording of Ella Fitzgerald. This can be done using earbuds or together as a class as the instuctor projects the page. Then, students will read the poem: Black Woman by Georgia Douglas Johnson. It is in the Introduction section of the WebQuest as well.

They will then answer the questions on the page using their Evernote app(or journal). Finally, the instructor will ask students to share their responses.
Instructional Strategies: Student-centered individual learning. Build, Apply Knowledge: Students will have to be trained on how to build a Wix website prior to the WebQuest. *Higher Order Thinking Questions: 1. Can you think of any other cultural movement that impacted America and spawned its own art, fashion, music, and literature? *Provide Guided Practice: Teacher will monitor students as they research and build their website. *Provide Independent Practice: Students will work individually during class time, and they may need to also work at home, depending on their progress. Wrap Up/Synthesis/Closure: In this WebQuest, students explored the history, literature, art, and music of the Harlem Re-

naissance. Through research, students uncovered a historical movement that not only impacted the African American culture, but also influenced the country as a whole. In addition, students researched and then created a website that depicted the era, citing their sources and creating a works cited page. This allowed students to be creative and innovative as they pulled their research and applied it in an organized and thought provoking way.

Materials (Framework Domain 1d: Demonstrating Knowledge of Resources) *Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video List as many as necessary. Title: Harlem Renaissance WebQuest URL: http://edtech2.boisestate.edu/CynthiaMills/502/webquest/start.html Annotation: This website was created specifically by the author of this lesson plan. This WebQuest follows the model developed by Bernie Dodge and Tom March.

Introduction: This section provides you with an overview and background information of the topic in the WeQuest. Task: This section introduces a list of tasks to be completed in the WebQuest. The learner will write an editorial and create an original audio/visual presentation expressing the essay. Process: This is the list of steps to complete the task. First, the learner will do background research. Then, the learner will write an essay. Following that, the learner will post essay to class blog and receive peer review. To show what the learner has learned he/she will create an original audio/visual presentation linked to essay. Finally, the learner will self-evaluate the work. Evaluation: A rubric has been provided to have the learners self-evaluate. This same rubric will be used by the instructor to evaluate the completed work.

CAST2006

Adapted from http://lessonbuilder.cast.org

Conclusion: This is the ending to the WebQuest. It allows the learner to process what they learned during this WebQuest and possibly answer other thought provoking questions.

*Technology Tools and Equipment (Including UDL-Assistive Technology Software and Hardware): Examples of technology tools might include hardware as well as software; e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator, geotracking, etc. Examples of UDL -assistive technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or word prediction etc. (List as many as necessary) 1. 2. 3. 4. Computers http://www.wix.com http://evernote.com/ Teacher: http://m.socrative.com/lecturer/#lecturerLogin Student: http://m.socrative.com/student/#joinRoom

*Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, science equipment or supplies, art materials or equipment. (List technology items in the previous field.) (List as many as necessary) 1. Students may want to do some research in their library and use other sources available to them. 2. Paper, pencil. *Safety Considerations (e.g. for Science and Professional Technical Education Plans)

UDL - Differentiation According to Student Needs (Framework Domain 1b: Demonstrating Knowledge of Students) Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning to address diverse student needs including students with an IEP or 504, cultural linguistic needs e.g., (ELL, SIOP) as well as providing opportunities for extension and remediation if indicated. UDL: Multiple means of; Action and Expression Engagement Representation: 1. WebQuest can be modified to one genre rather than all three. 2. Students can choose their genre to research. 3. Students can choose a different project to represent knowledge learned such as a Glog or a powerpoint. ELL, SIOP: (Modifications to Instruction) online translators may be used. *Other Means of Differentiation: Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for further research and exploration. *1. Extension: Student may be allowed to begin essay (final assessment in unit) early. Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson. *1. Remediation: Students may be put into groups of two to complete this assignment. In addition, this WebQuest can be jigsawed and the final project can be shared and presented. Assessment (Framework Domain 1f: Assessing Student Learning) Assessment: (Optional) May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments. *Formative/Ongoing Assessment: Using M-socrative will allow for formative assessments. Teacher: http://m.socrative.com/lecturer/#lecturerLogin Student: http://m.socrative.com/student/#joinRoom

CAST2006

Adapted from http://lessonbuilder.cast.org

*Summative/End Of Lesson Assessment: See Rubric: http://edtech2.boisestate.edu/CynthiaMills/502/webquest/evaluation.html Educator Self-Reflection Please use this area to self-reflect on the successes and areas of improvement for your own planning purposes. (You may use this area then delete for submission online as the contents of the self-reflection section is not intended to be shared.) *Self-Reflection Successes and Areas of Improvement

CAST2006

Adapted from http://lessonbuilder.cast.org