Standards: PA Language Arts Grade 5 Assessment Anchors: Standard: 1.1.5.D.

Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, extending ideas from text, and non-linguistic representations. Standard: 1.2.5.D. Make inferences about similar concepts in multiple texts and draw conclusions, citing evidence from the text to support answers. Standard: 1.2.5.E. Read, understand, and respond to essential content of text and documents in all academic areas. Standard: 1.3.5.A. Read, understand, and respond to works from various genres of literature. Standard: 1.3.5.B. Identify and analyze the characteristics of different genres such as poetry, drama, and fiction. Standard: 1.8.5.B. Conduct inquiry and research on self-selected or assigned topics using a variety of teacher-guided media sources and strategies. Standard: 1.5.5.B.1. Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Common Core Standards Reading Grade 5: RI.5.2., RI.5.4., RI.5.9., RI.5.8., RF.5.4(c) PA Social Studies Grade 5 Assessment Anchors: 8.1.4.C. Identify a specific research topic and develop questions relating to the research topic. (Reference RWSL Standard 1.8.3 Research) 8.2.5.B. Illustrate concepts and knowledge of historical documents, artifacts, and places critical to Pennsylvania history. 8.3.5.A. Compare and contrast common characteristics of the social, political, cultural and economic groups in United States history. 8.3.5.B. Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history. 8.3.5.D. Examine patterns of conflict and cooperation among groups and organizations that impacted the history and development of the United Teaching Methods: *multi-modal lessons: music, art, poetry, poster board, photographs (images, paintings), maps, charts, diagrams *who class brainstorming -what do they know about important/significant events in black history? What do they know about the Harlem renaissance? *allow space and time in lessons for students to create their own pieces of art, poetry and music *implement a gallery walk of students work -within the classroom or perhaps right outside the classroom *whole class read alouds as to make sure that all students are interpreting and engaging with the text -also gives students an opportunity to aide one another in understanding the text -allows or multiple viewpoints on the same topic/idea *short student presentation of their work *implement Socratic circles - Practice listening to others courteously by participating in discussions (very importance to not that this will take much practice to perfect and I do not expect to succeed within the scope of my 2 week take over)

Curriculum Materials:

*composition books *sticky poster paper *maps of the world -specific mapsUnited States, Philadelphia *laptop -music, poetry readings *projector -project paintings, art, literature, poems *markers *White transparent paper (for culminating performance task of artistic exhibit)

What

Lesson How

Why

Knowledge of Students and Context: * My students are at varying levels of academic abilities and knowledge. Only a few of my students are on grade level, the median being approximately 1-2 grade levels below and the rest are more than 2 grade levels behind in terms of all of their core subjects: math and English (literacy, reading and comprehension). However I do not want this to prevent them from engaging and being introduced to advance and exciting new material such as the Harlem Renaissance. -many kids cannot engage with current classroom material because they cannot currently process at a fifth grade level -causes an academic divide in the class -would love to mend those perceived differences in my class *My fifth grade class has been exposed mostly to scripted curriculum in the past. Exploring the Harlem Renaissance will hopefully introduce them to new topics and new ways in which to express themselves. -limited ways in which to express their creativity would love to remedy that during my unit (gallery walks of students own creation, self-written poetry by students, sketches and renditions of figures and images with certain artistic influences, etc.)
Theories of Teaching and Learning: Dewey, J. The School and Society -School must serve a function for the neighborhood. -school must be a place where one learns a practical approach in which one can apply to change their neighborhood. -a good school can revolutionize a neighborhood -My unit on the Harlem Renaissance begins a unit of study of the celebration of people of color, taught by a person of color, learned by students of color -Begin to lay the foundations of critical thought about one s education and the importance about learning about cultural revolutions Bourdieu, P. Forms of Capital Yosso, T. Whose Culture has capital? -school and thus my classroom will be a place where students learn to be socially conscience of societal structures by beginning to introduce students to the less commonly taught topic of the Harlem Renaissance -it is important for a classroom culture to be created where students are beginning to critically assess the world around them. Not only is this encouraged but expected Freire, P. Pedagogy of Freedom -students must take responsibility for their learning and must become active vessels and take part in their education by learning where they came from (The Harlem Renaissance) -teachers as cultural workers -arm students with the language and theory to navigate social structures, advocate for themselves and community and enact their thoughts upon society

Educational Philosophy and Beliefs *students should feel safe to express their thoughts and ideas respectfully in the classroom. -there should also be a mutual respect possessed by all students in the class towards each other and the teacher and the same holds true for the teacher (they should respect the student) *Rote memorization should be well-balanced with critical thinking based pedagogy and non-traditional assessment *All students are expected to work to their full potential (no matter what level they might have started at, growth is expected) *students should be exposed to a reflective curriculum that integrates contemporary and historical issues of Black culture -it is important for students to frequently engage with rich and relevant content that illustrates who they are and where they came from, so that students might begin to process where they are going -students of color should be introduced to poignant and important historic events in black history (in this case the Harlem Renaissance) *Students must have a firm grasp and understanding on current material before we progress in the curriculum (numerical reasoning, numeracy, essay structure, vocabulary, grammatical understanding, etc.)