KTIP Pilot Project Lesson Plan Format

Name: Melissa (Cunningham) Patrick   Date: 6/22/2006  Age/Grade Level: 16-17; sophomores

# of Students: 27 # of IEP Students: 2 # of GSSP Students: 2 # of LEP Students: 0

Subject: English Major Content:    Lesson Length: 5 days

Unit Title: Zora Neal Hurston & Their Eyes Were Watching God

Lesson Number and Title:  4^th Lesson, Folklore in Their Eyes Were Watching God

Context

·         Students will build on their prior knowledge of traditional, canonical literature to critically analyze non-canonical novels

·         Students will have read the text prior to this lesson. They will have been assessed on the actual reading of the text

Objectives

• Students will be able to define folklore and oral narrative/literature
• Students will be able to define 5 key aspects of the Harlem Renaissance
• Understand the importance of voice and pacing in oral and written literature

Connections

RD-12-1.4:  Students will interpret the meaning of jargon, dialect, or specialized vocabulary found in a passage

RD-12-1.1:  Students will interpret literal or non-literal meanings of words in a passage.

Resources, media, and technology

• PowerPoint and Movie introduction to Zora Neal Hurston and the Harlem Renaissance.
• Virtual Field Trip to Harlem during the Harlem Renaissance 
• Handout from EDSITEment

Procedures

• I will begin the lesson on day one with a lecture about the Harlem Renaissance presented with a Movie and Power Point backdrop. Then we will have a class review of the characters and timeline of the book Their Eyes Were Watching God, which they will have completed reading the week before. I will also talk briefly about the importance of voice and pacing in oral and written literature. Students will complete an exit card answering the following question, “What importance, do you feel, voice and pacing have in oral and written literature?”
• As a class, we will complete the folklore terminology handout from EDSITEment. Then we will work in small groups to list 5 examples of folklore found in Their Eyes Were Watching God.
• The class will take a Virtual Field Trip to Harlem
• We will wrap up the week working in small Literary Circles. I will return the exit cards from day one, and the students will begin the Literary Circles by answering the following questions:

1.        Has your answer from the exit card on Monday changed?

2.         If so, please elaborate. 

3.         Talk in detail amongst yourselves about the voice and pacing in Janie’s voice in Their Eyes Were Watching God

4.         In your group, please compile a list of five examples from the novel of folklore used as a literary device. 

5.         In your groups, review all the VFT lists of key aspects from the Harlem Renaissance. Which do you feel are the most relevant? Which do you feel would have been the most relevant to Zora Neal Hurston? Why? To Janie? Why? 

·         At this point in the semester, we will have already learned multiple literary devices, the students will have already read the novel, and they will have already had experience with all types of assessment used in this lesson plan.

·         I will assign students of varying skill sets to work together in the group literary circles. The exit cards will allow all students who participate to earn credit based on participation. The worksheet will be worked together as a class—also allowing all students full participation points regardless of skill-set. 

Assessment Plan

Objective/Assessment Plan Organizer

Learner Objective Number	Type of Assessment	Description of Assessment	Adaptations and/or Accommodations
Objective 1	Summative   Formative	Handout from EDSITEment & Literary Circles	Teamwork to allow opportunity for success for all students Careful paring of students from multiple skill sets allows over all success
Objective 2	Summative   Formative	Reply to VFT (list five key aspects of the Harlem Renaissance.) & Literary Circles	Multiple correct answers allow multiple opportunity for success Careful paring of students from multiple skill sets allows over all success
Objective 3	Formative   Formative	Exit Card from day 1 & Literary Circles	The exit card allows for success at multiple levels Careful paring of students from multiple skill sets allows over all success

1. Students will be able to define folklore and oral narrative/literature
2. Students will be able to define 5 key aspects of the Harlem Renaissance
3. Understand the importance of voice and pacing in oral and written literature