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 will take a walking tour of the U Street area, visiting the Thurgood Marshall Center, Duke Ellington's childhood house, the former Whitelaw's Hotel, Lincoln Theatre, and a brief stop in Ben's Chili Bowl.  While visiting these sites they will answer a series of questions on the history of U Street. 

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.]
This is a walking tour of the U Street area, done during a double class period, so it counts as two lessons.  We will visit the Thurgood Marshall Center (site of the first integrated YMCA in America), walk past Duke Ellington's childhood home, the former Whiteelaw's Hotel, the Lincoln Theatre, and possibly Ben's Chili Bowl, if time permits.  Students will answer a series of questions on a worksheet while conmpleting the tour.  Students will also give thumbnail sketches of such luminaries as Duke Ellington, Pearl Bailey, Paul Laurence Dunbar, and Alain Locke, as well as a brief history of the Howard and Lincoln Theatres, the True Reformer building, the Industrial Bank, etc.  These brief sketches and biographical information comes from the website for the PBS production of Duke Ellington's Washington.  (www.pbs.org/ellingtonsdc)

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.]
The warm-up is BRIEF -- we need to get going to go to and from U Street.  The walking tour worksheet will be passed out, and directions given for completing it as we proceed.  Students will be reminded to be prepared to give their biographical information on a place or person while we walk or visit historic sites. 

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.]
Hstorical content and material will be delivered via a walking tour of the U Street area.   This is direct instruction, and students will complete a worksheet with question prompts on the material they will see and hear about.  Students will also be given brief biographical sketches of historical people and places relevant to U Street's rich African American history.  Students will share these sketches with their classmates as we tour the area.  (A brief 10 question quiz will be given the following day to ensure students follow along and pay attention to student presentations.)

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.]

Students will complete a worksheet with questions on the history of some of the sites found in the U Street area.  The teacher will provide this information at the appropriate stops.   

U Street Walking Tour Questions1.During the Civil War what was on or around U Street? 2.Where did African American entertainers perform in the 1920s?Why at these locations? 3.Where did Langston Hughes once live in DC?What did this used to be?What’s there today?4.While reviewing the exhibits in the gym make some notes on the back about the people, businesses and topics presented.What does this tell you about life in DC in the 1920s?5.Where did Duke Ellington live?Why did he take up the piano?6.What was unique about Whitelaw’s Hotel?What did this represent?7.What did Ben’s Chili Bowl used to be?Why wasn’t it harmed during the riots of 1968?8.Why is the African American Civil War Memorial where it is today?9.What’s the symbolism of the statue The Spirit of Freedom?10.Who used to play in Griffith Stadium?What is it today?

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 is both informal and formal.  While touring I will ask students to complete the questions on their worksheets.  I will then collect them at the end of the tour to hold students accountable to the material presented.  We will also have a brief quiz (open notes) the next day to ensure students are paying attention to student biographical presentations.  This, to, will be open notes.  The worksheets will be returned to students so they can keep them/use them for their final assessment -- the student brochures on the history of the U Street area. 

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.]

The closure of the lesson will simply be answering student questions as we return to school.  Such a tour typically takes the entire time alloted, so the following day we will review the tour, what we saw & learned, etc.  No doubt there will be more to add here once the walking tour's completed