Plan

Students will be assessed in a variety of ways during this unit. Assessment is organized according to the Cognitive, Metacognitive and Social/Affective learning model.


|Cognitive:|-Students will be answering comprehension questions related to the key details of the texts |
|Manipulation of material to be learned |they are reading throughout the unit.|
|metally or physically |Students will write extended responses showing synthesis of information between what they are |
||learning about the Harlem Renaissance in general and figure from the time period in focus. |
| |Students will createquestion wheels to demonstrate understanding of key details from the text.|
| |-Students will take notes throughout the lesson that will combine to demonstratetheir total |
| |knowledge base related to the Harlem Renaissance. |
|Metacognitive:|-Students will reflect on migration experiences that their family has undergone and feeling of |
|Planning for learning, monitoring one’s |double consciousness in their own lives (NOTE: We believeeveryone regardless of race, |
|own comprehension, production, and |ethnicity, or family history can relate to these themes in distinct ways) |
|achievement|-Students will complete a self-evaluation on both their extended responses and speaking |
| |presentations to assess their own work.|
| |-Students will be asked to do journal responses through the week about their opinions on what |
|...