Although I didn't understand the concept of the “road map” assignment at the beginning, it made
more sense once I met up with my Curriculum Design Group (CDG) and I began working on it. I understood that the road map is supposed to serve as something that would helped me visually break my unit (big
concepts) into smaller chunks.
In essence, the learning targets
for my map are: I can understand the Harlem Renaissance, I can understand what issues of race were addressed during the Harlem Renaissance, I can gain an
understanding of the literary, artistic and musical contributions that were
made by African Americans during the Harlem Renaissance, I
will appreciate the multiplicity of expressions in the African American arts movement,
and I will appreciate the distinctiveness of this time period in American
intellectual and art history.
Within the unit there will be a variety of formative
assessments in the forms of quizzes, written reflections, class discussions and
participation. These will include the class utilizing many reading and writing
strategies to better comprehend many of the themes presented in the unit. Students
will take weekly quizzes based on homework assignments. Students will work in
pairs or small groups and to discuss and present their findings to the rest of
the class to check for their understanding of materials covered. Students will
keep individual journals throughout the semester that will be reviewed
periodically to check of understanding of daily lessons, and see if they have
any questions.
My stops, pauses, and
setback moments would be during and after the lesson plans. These will include exit
slips, journal reflections, and student’s response to questions. At the end of each lesson, I will ask questions
relating to materials covered in class and have students’ answers these questions
in pairs or groups. The student’s
responses in the exit slips, journal reflections, and discussions will let me
know whether they comprehend what I am teaching, or whether I need to adapt the
materials I am covering or change the way I am teaching to accommodate my
students’ needs.
