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ELA 2019 G7:M3:U3

The Legacy of the Harlem Renaissance

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Build Background Knowledge: The Legacy of the Harlem Renaissance
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.7.1 (5 minutes)

2. Work Time

A. Build Background Knowledge – RL.7.1, RI.7.1 (30 minutes)

3. Closing and Assessment

A. Chalk Talk – RI.7.1 (10 minutes)

4. Homework

A. QuickWrite about Legacy: Students complete Homework: QuickWrite about Legacy to write about the legacy of the Harlem Renaissance, including in their writing the information from the texts from the Building Background Knowledge activity.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. 
  • I can use evidence from art and texts to draw inferences about the legacy of the Harlem Renaissance.
  • Opening A: Entrance Ticket: Unit 3, Lesson 1 (RL.7.1)
  • Work Time A: Building Background Knowledge chart paper responses (RL.7.1, RI.7.1)

Lesson 2Analyze Structure, Language, and Theme: “On Bully Patrol,” Part I
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.7.4 (5 minutes)

2. Work Time

A. Read and Analyze Structure: “On Bully Patrol” – RL.7.5 (20 minutes)

B. Analyze Figurative Language: “On Bully Patrol” – RL.7.4 (10 minutes)

3. Closing and Assessment

A. Discover Golden Shovel – RL.7.2 (10 minutes)

4. Homework

A. Analyze “On Bully Patrol,” Part I: In preparation for the end of unit assessment, students complete Homework: Analyze “On Bully Patrol,” Part I to answer selected and constructed response questions about the first half of the poem.

B. Respond to Poetry: To deepen their understanding and connection to the poetry read today and in preparation for their performance task, students choose a new line from a Harlem Renaissance poem they have read in this module and use it to create a poem, illustration, dance, song, or a personal reflection paragraph. 
  • I can analyze how the structure of a poem contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine the meaning of figurative language in "On Bully Patrol." (RL.7.4) 
  • Opening A: Entrance Ticket: Unit 3, Lesson 2 (RL.7.4)
  • Work Time A: Analyze Poetry note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)

Lesson 3Analyze Structure, Language, and Theme: “On Bully Patrol,” Part II
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.7.5 (5 minutes)

2. Work Time

A. Read and Analyze Structure: “On Bully Patrol” – RL.7.5 (20 minutes)

B. Analyze Figurative Language: “On Bully Patrol” – RL.7.4 (10 minutes)

3. Closing and Assessment

A. Analyze Theme and Connections – RL.7.2 (10 minutes)

4. Homework

A. Analyze “On Bully Patrol,” Part II: In preparation for the end of unit assessment, students complete Homework: Analyze “On Bully Patrol,” Part II to answer selected and constructed response questions about the second half of the poem.

B. Respond to Poetry: To deepen their understanding and connection to the poetry read today and in preparation for their performance task, students choose a new line from a Harlem Renaissance poem they have read in this module and use it to create a poem, illustration, dance, song, or a personal reflection paragraph.
  • I can analyze how the structure of "On Bully Patrol" contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine the meaning of figurative language in "On Bully Patrol." (RL.7.4) 
  • I can determine a theme and trace its development over the course of "On Bully Patrol." (RL.7.2) 
  • Opening A: Entrance Ticket: Unit 3, Lesson 3 (W.7.5)
  • Work Time A: Analyze Poetry note-catchers (RL.7.2, RL.7.4, RL.7.5, L.7.5)

Lesson 4Analyze Structure, Language, and Theme: “David’s Old Soul”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.7.4 (5 minutes)

2. Work Time

A. Read and Analyze “David’s Old Soul” – RL.7.5 (25 minutes)

3. Closing and Assessment

A. Practice Synthesis Questions – RL.7.2, RL.7.4, RL.7.5 (15 minutes)

4. Homework

A. Respond to Poetry: To deepen their understanding and connection to the poetry read today and in preparation for their performance task, students choose a new line from a Harlem Renaissance poem and use it to create a poem, illustration, dance, song, or a personal reflection paragraph.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can analyze how the structure of "David's Old Soul" contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine the meaning of figurative language in "David's Old Soul." (RL.7.4) 
  • I can determine a theme and trace its development over the course of "David's Old Soul." (RL.7.2)
  • Opening A: Entrance Ticket: Unit 3, Lesson 4 (RL.7.4)
  • Work Time A: Analyze Poetry note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)
  • Closing and Assessment A: Analyze Structure, Language, and Theme: "David's Old Soul"  (RL.7.2, RL.7.4, RL.7.5, L.7.4)

Lesson 5Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: “The Sculptor” (Lessons 5-6)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

B. Return End of Unit 2 Assessments with Feedback (5 minutes)

2. Work Time

A. Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: “The Sculptor” (30 minutes)

B. Track Progress – RL.7.4 (10 minutes)

C. Language Dive: “The Sculptor,” Lines 6–7 – RL.7.4 (10 minutes)

3. Closing and Assessment

A. Add to the Museum Collection – RL.7.2 (15 minutes)

B. Independent Research Reading Share – RI.7.10 (15 minutes)

4. Homework

A. Respond to Poetry: To deepen their understanding and connection to the poetry read today and in preparation for their performance task, students choose a new line from a Harlem Renaissance poem and use it to create a poem, illustration, dance, song, or a personal reflection paragraph.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can determine the meaning of figurative language in "The Sculptor." (RL.7.4) 
  • I can analyze how the structure of "The Sculptor" contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine a theme and trace its development over the course of "The Sculptor." (RL.7.2)
  • Work Time A: Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: "The Sculptor" (RL.7.2, RL.7.4a, RL.7.5, L.7.4)
  • Work Time C: Language Dive: "The Sculptor," Lines 6-7 note-catcher (RL.7.4, L.7.5)

Lesson 7Create a Museum Exhibit: Analyze a Model Curator’s Statement
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Review the Performance Task – SL.7.4 (5 minutes)

B. Analyze a Model Curator’s Statement – SL.7.4 (25 minutes)

3. Closing and Assessment

A. Brainstorm Unifying Themes and Texts – RL.7.2 (10 minutes)

4. Homework

A. Optional: Create Art: Students have the option of creating a poem, story, song, dance, artwork, or nonfiction piece in response to a Harlem Renaissance work. They may choose to include this as their contemporary piece in their Harlem Renaissance exhibit for the performance task.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can generate criteria for the curator's statement of a museum exhibit on the Harlem Renaissance. (SL.7.4)
  • I can identify themes developed across works of the Harlem Renaissance. (RL.7.2)
  • Opening A: Entrance Ticket: Unit 3, Lesson 7
  • Work Time B: Analyze a Model Curator's Statement and Label note-catcher (SL.7.4)
  • Closing and Assessment A: Exit Ticket: Unit 3, Lesson 7 (RL.7.2)

Lesson 8Create a Museum Exhibit: Gather Materials and Draft Curator’s Statement (Lessons 8-9)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – SL.7.4 (5 minutes)

2. Work Time

A. Gather Materials – RL.7.2 (20 minutes)

B. Draft Curator’s Statement and Label – W.7.4, SL.7.4 (30 minutes)

3. Closing and Assessment

A. Tuning Protocol: Content – W.7.5 (20 minutes)

B. Revise Curator Statement and Label – W.7.5 (15 minutes)

4. Homework

A. Optional: Create Art: Students have the option of creating a poem, story, song, dance, artwork, or nonfiction piece in response to a Harlem Renaissance work. They may choose to include this as their contemporary piece in their Harlem Renaissance exhibit for the performance task.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can identify themes developed across works of the Harlem Renaissance. (RL.7.2)
  • I can write and revise a curator's statement and label for a museum exhibit on the Harlem Renaissance. (SL.7.4)
  • I can offer kind, specific, and helpful feedback to my peers. (W.7.5)
  • Opening A: Entrance Ticket: Unit 3, Lessons 8-9 (SL.7.4)
  • Work Time B: Curator's statement and label (RL.7.2, SL.7.4)
  • Closing and Assessment A: Tuning protocol feedback (W.7.4, W.7.5)

Lesson 10Create a Museum Exhibit: Practice Presentation
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – SL.7.5 (5 minutes)

2. Work Time

A. Practice Exhibit Presentation – SL.7.4, SL.7.5, SL.7.6 (15 minutes)

B. Tuning Protocol: Presentation Skills – SL.7.4 (20 minutes)

3. Closing and Assessment

A. Debrief Tuning Protocol – SL.7.4 (5 minutes)

4. Homework

A. Optional: Create Art: Students have the option of creating a poem, story, song, dance, artwork, or nonfiction piece in response to a Harlem Renaissance work. They may choose to include this as their contemporary piece in their Harlem Renaissance exhibit for the performance task.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can present my curator's statement in a formal, focused, and clear way, emphasizing important points. (SL.7.4, SL.7.6)
  • I can use appropriate eye contact, adequate volume, and clear pronunciation to present. (SL.7.4)
  • I can use visual displays in my presentation and exhibit to clarify and emphasize points. (SL.7.5)
  • Opening A: Entrance Ticket: Unit 3, Lesson 10 (SL.7.5)
  • Work Time B: Presentation checklist (SL.7.4, SL.7.5, SL.7.6, L.7.3)

Lesson 11End of Unit 3 Assessment: Present Museum Exhibit (Lessons 11-12)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Present Museum Exhibit (45 minutes)

B. Shared Writing: Introduction to the Harlem Renaissance Museum – W.7.2 (25 minutes)

3. Closing and Assessment

A. Independent Research Reading Share – RI.7.10 (15 minutes)

4. Homework

A. Optional: Create Art: Students have the option of creating a poem, story, song, dance, artwork, or nonfiction piece in response to a Harlem Renaissance work. They may choose to include this as their contemporary piece in their Harlem Renaissance exhibit for the performance task.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can present my curator's statement in a formal, focused, and clear way, emphasizing important points. (SL.7.4, SL.7.6)
  • I can use appropriate eye contact, adequate volume, and clear pronunciation to present. (SL.7.4)
  • I can use visual displays in my presentation and exhibit to clarify and emphasize points. (SL.7.5)
  • Opening A: Entrance Ticket: Unit 3, Lessons 11-12
  • Work Time A: End of Unit 3 Assessment: Present Museum Exhibit (SL.7.4, SL.7.5, SL.7.6)
  • Work Time B: Shared Writing Introduction to Harlem Renaissance posters (W.7.2)

Lesson 13Performance Task: Create a Museum Exhibit: Present Museum Collection (Lessons 13-14)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – SL.7.4 (5 minutes)

2. Work Time

A. Write Exhibit Labels – SL.7.4 (20 minutes)

B. Set Up Museum – SL.7.5 (20 minutes)

3. Closing and Assessment

A. Practice Conversations – SL.7.4 (15 minutes)

B. Harlem Renaissance Museum –SL.7.4, SL.7.6 (30 minutes)

4. Homework

None for this lesson
  • I can use appropriate eye contact, adequate volume, and clear pronunciation to present my museum exhibit. (SL.7.4)
  • I can use visual displays to clarify and emphasize points in my museum exhibit. (SL.7.5)
  • I can use formal English while presenting my museum exhibit. (SL.7.6)
  • Opening A: Entrance Ticket: Unit 3, Lessons 13-14 (SL.7.4)
  • Work Time A: Exhibit Labels (SL.7.4)

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