Intro to High/Folk Art Essay part 2

What

Intro to High/Folk Art Essay part 2

When

3/18/2021

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s:

ELAGSE10RL2 Theme and Central Idea, and PLOT ELAGSE10RL4 Figurative Language, Sensory Details and Vocabulary, ELAGSE10RL6 Point of View and Literary Device


ELAGSE10W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence


ELAGSE10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

ELAGSE10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

Learning Target:

I can write an essay that demonstrates an understanding of the components of the novel using provided background materials.



Success Criteria:

I can write a cohesive well supported essay.
I can write an essay using sentence variety and correct grammar.
I can use MLA citations.


Opening (I do): Class Discussion: Review the mini-q packet and its contents.

Introduction/Connection:



DRP - 12 - Flotsam the Flounder



Opening (I do): Class Discussion: Review the mini-q packet and its contents.



https://drive.google.com/drive/folders/15MmXdotwytglSgajHiTlqCfP_wT57Pb4

DIRECT INSTRUCTION:



Watch this funny video about High Art vs Folk Art



https://www.youtube.com/watch?v=o-1wdJJRWoI



Work on the High Art Vs. Folk Art Hook Activity



https://docs.google.com/forms/d/1l9C88SN7SgjjLI-_-89Uevks7NUSSG9L2pn9VkJK22U/edit

Work Period (We Do, You Do)

Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:



Read the Background information about the Harlem Renaissance as a class.



https://drive.google.com/drive/folders/15MmXdotwytglSgajHiTlqCfP_wT57Pb4





INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

You do:



Students will work in pairs to break down document A



Differentiation will be provided for students based on level of understanding

Closing (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:



Thumbs up/Thumbs down




Background Questions




High Art Vs. Folk Art Questions