UbD Lesson Plan Template

Client Organization: Fort Collins High School

Main Contact: Andrew Walker

Telephone: 720-272-1291

Fax: N/A

Email Address: adwalker4394@gmail.com

Date: 9/24/2014

VITAL INFORMATION
Author
*Subject(s)
Topic or Unit of
Study
*Grade/Level
*Summary

Andrew Walker
English
Unit 6: The Harlem Renaissance and the American Dream
11th Grade US Literature and Composition
During this unit, the students will be fully introduced to the Harlem Renaissance. They will receive a lecture
explaining the HR, as well as have class time to fill out a handout that further explores the HR. Students will work
in groups with laptops (provided) to understand what the HR was and why it was so influential in American
culture.

STANDARDS
*Standards

11.4.1: Self-designed research provides insightful information, conclusions, and possible solutions
a. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.11-12.7)
b. Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation. (CCSS: W.11-12.8)
d. Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability
of the sources

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 1 DESIRED RESULTS
Established Goals

Understandings
Overarching
Understanding
Related
Misconceptions

Students will understand the history of the Harlem Renaissance

Students will understand the important literary figures of the HR

Students will understand how the history of the HR influenced the writers, poets and musicians of the
time.
Students will begin to develop ideas on how the influential writers of the HR were attempting to change
the American Dream or make it their own.

Essential Questions

Knowledge

Skills

Why is the Harlem Renaissance important?

How are the writers, poets and musicians of the time important?
How did the Harlem Renaissance change peoples views?
Better understanding of the HR
Better understanding of how to search for information

Analyzing literature through a historical lens

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 2: Assessment Evidence

Performance Task Description:

What authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances be judged?
Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will
students demonstrate achievement of the desired results?

How will students reflect

upon and self assess their

Students will gain a better understanding of the historical context of the Harlem
Renaissance and how it affected those involved.

Goal

Role Researcher, writer, thinker

Audience The students peers, teachers and selves.
Situation Web Quest and lecture
Product/Performance Students will fill out their worksheet following the Web Quest style, researching the history,
happenings and people of the Harlem Renaissance.
Standards

11.4.1: Self-designed research provides insightful information, conclusions, and

possible solutions

a. Conduct short as well as more sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.11-12.7)

b. Gather relevant information from multiple authoritative print and digital

sources, using advanced searches effectively; assess the strengths and limitations of
each source in terms of the task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citation. (CCSS: W.11-12.8)

d. Evaluate quality, accuracy, and completeness of information and the bias,

credibility and reliability of the sources

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 3: Learning Plan

What learning experiences and instruction will enable students to achieve the
desired results? How will the design:
Where are your students
headed? Where have they
been?
How will you make sure the students know where
they are going?

How will you hook students at the beginning of the

unit?

Students should be headed on their way to understanding the history of the

Harlem Renaissance and the importance of the roll it played for those involved.
This will act as a basis for the students to grow upon throughout the unit.
Students will learn about the idea of identity through their research and my
lecturing (for lack of a better word).
This is only the second day of the semester, so the students dont have a large
background with the Harlem Renaissance yet. Some students will have more
experience in my classroom (if they are returning from the first semester) than
others (the new students who transferred over for one reason or another.)
I will make sure the students are on track by asking questions that connect back,
making sure students are taking notes and following their Web Quest. I will be
collecting their completed Web Quest worksheets at the end of the class period.
During the class period, I will make sure to circulate the room and make sure
students are on task and understanding their activity.
I will hook the students by showing them a music video of a currently popular
song (Harlem by New Politics. https://www.youtube.com/watch?

Teacher Resources:
Co-Teaching Thought: Maybe I can rummage through the History Department and see if anyone is off and willing to teach a short, 15
minute lesson on the HR from an actual historical perspective, rather than having me (with little history background) do it. I would of
course let the teacher know what I plan on having the students learn, but have them focus it more toward a history perspective so
students can really dive into the context.
o Concern about this: It is only the second day of class. Will this affect my culture if I have another teacher in my classroom
teaching part of my lesson? What will the students think? How will they react?