Objectives

[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]
Students analyze and explain in writing the effects the 1920s' New Negro movement had on the U Street area.

Standards

[Applicable DCPS content and skills standards as well as Common Core standards. Click "Add Content to this section" and select "Standards"]. You may then delete this text box by clicking Menu -> delete this text]
12.DC.12.1Identify some of the African American writers of the Harlem Renaissance who were born or lived in Washington, DC.
12.DC.12.2Describe the New Negro Alliance and the tactics they used to fight discrimination and segregation.

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

Jean Toomer's Poem Seventh Street  (Norton Critical Edition, 1988)

The New Negro, edited by Alain Locke. (Touchestone Press, 1997) pgs 3-6, 14.

The Duke Ellington Reader, edited by Mark Tucker (Oxford University Press, 1993) pgs 6-10, 13-19.

Duke Ellington's Washington (PBS Productions, 2000)

Washington's U Street, by Blair Ruble (Johns Hopkins U Press, 2010) pgs 133-140.

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]

A student will start off the class by reading Jean Toomer's poem Seventh Street to the class.  We'll then dissect and analyze it, and then compare the Seventh Street of the 1920s with the Seventh Street many Banneker students walk up and down each day between the Metro station and the school.  The contrasts should outweigh the similarities! 

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

After the opener poem the class will watch about fifteen minutes of the PBS production Duke Ellington's Washington.  This is the early years of Duke's life growing up in the U Street area, and it includes a discussion by the historian James Horton and others about what U Street became in the 1920s -- a place of entertainment, black achievement, music, sartorial finery, restaurants, etc. for African Americans in Washington, DC.  Students will make some notes on the video excerpt, centered around what the history and meaning of U Street was in the 1920s.  The documentary will be paused several times to discuss the content and what students heard and saw.  

Next students will read an excerpt from both the New Negro and the Duke Ellington Reader.  The former will be Locke's essay on what the New Negro was, and the latter is an excerpt of Duke recalling the musical scene in the U Street area in the early 1920s.  Students will write summaries on both of these excerpts and we'll discuss them as a class.

If time permits, students will also read an exceprt from Washington's U Street on the "Black Broadway" of the 1920s -- U Street.  Again, a brief written summary will be completed and turned in for a grade. 

Practice

[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]
Much of this is covered above in New Material.  Students will review and analyze the meaning of several written excerpts and one visual exceprt.  Activities are broken up, so the class can stay on track and focused on one or two readings at a time.  Written summaries will also be completed, both as a formative assessment and to provide students with a written record they can use when completing their final summative assessment.  Students will either work in pairs or small groups as well. 

Assessment

[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]
Assessment will be formative in that students will both discuss and record in writing what they learn about the history of U Street in the 1920s.  These write-ups will be turned in for a class pareticipation grade, and as a way to keep students focused on classroom activities.  Their write-ups can then be used to help prepare a brochure on the history of U Street.

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]