My scholarship of
teaching is centered on the vibrant time in which various powerful learning
took place centered on the Harlem Renaissance. Here is the soul of my
work. Students skills were sharpened in the following areas:
1. Reading Comprehension
applied reciprocal teaching strategies predicting, clarifying, questioning
and summarizing what they read.
B. Students were engaged in visual literacy making inferences of the
Harlem Renaissance time period.
C. Students were taught how to take notes from their readings extracting
the main idea and sequencing the events in their individuals life.
D. After a brief synopsis of 74 individuals from the Harlem Renaissance
and reading through materials on these individuals students selected
the person that they wanted to research.
generated a list of questions that they wanted to know about their individual.
They then brainstormed those questions and put them in outline form
and began their research.
B. Each person wrote a five-paragraph essay describing the three things
that they would do with their individual. This format is our schools
grade level standard. Thus, the rubric was applied and papers scored.
C. In attempting to capture the essence of their individual and the
Harlem renaissance each student wrote a 4-6-page biographical research
D. A brief synopsis of their individual in the form of a placard was
placed on their backdrop.
students applied the schools standard of the 600 high frequency words
and other areas of spelling and their rules. The areas of spelling were
prefixes, suffixes, compound words, contractions, homophones, multiple
B. Students first defined the spelling rule that they had and then placed
examples on large butcher paper, which they designed to be a building
on Strivers Row.
presented a 2-5 minute monologue/skit.
B. Dramatization of what their individuals day might have been
like. A day in the life of
C. Discussions of audience and how to make modifications for kindergartners
to adults took place.
5. Math Word Problems
incorporated facts from their individual into math word problems.
B. Students were conscientious to design problems that k-5 students
would understand. So there were some problems that were specifically
targeting kindergartners, etc.
C. There were word problems with addition, subtraction, multiplication,
division, fractions, and decimals.
6. Ordered Pairs
A. A map
of Manhattan with a grid placed on top of it was to represent the four
B. The ordered pairs were on the bottom of the page for students to
then look at the map and determine the name of the of the section in
Manhattan that closely represented that ordered pair.
7. United States Geography
showed where their individual was born, as they would make the markings
to represent the capital of a state.
B. They also represented the various places that their individual traveled
including where Harlem was located.
8. Collective Timeline
students first physically stood in the classroom forming a line based
on when their individual was born.
B. Each student designed a page with an illustration and their individuals
name and birth date on it.
A. I shared
photographs by Roy de Carava, Carl Van Vechten, Gordon Parks, and Morgan
and Marvin Smith.
B. Looked at life in Harlem through photographs.
C. Invited a parent who was a part time professional photographer to
share his expertise.
D. Discussed aperture, depth of field, and the importance of lighting.
Started by taking off the lens of the camera and discussing aperture.
E. Set out to capture students life at Will Rogers.
F. Began by taking pictures in the classroom. Then went outside on campus
and took pictures in various settings: in front of the school, near
the school student made mural, on the playground, in the cafeteria,
and in the office.
G. We went through a three-part process of placing all the pictures
on the desks and walking around and placing a small happy face sticker
on the back. (Each person had 15 stickers to use.) We developed 15 roles
of film. The top fifteen pictures were selected to be enlarged.
10. Photography Stories
other pictures remained on the desks for students to select a picture
that they wanted to write a story about.
B. Students made inferences about what was going on and created
stories about the picture.
11. Time management
to use a planner
12. Concept Map
14. Circle of Friends
15. Working Cooperatively
16. Peer Review
18. Poetry Writing
21. Reflective Writing