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ELA 2019 G7:M3:U1

Collaboration in 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 1Discover Our Topic: The Harlem Renaissance
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Infer the Topic – RL.7.1, RI.7.1 (15 minutes)

B. Introduce the Performance Task and Module Guiding Questions – SL.7.1 (10 minutes)

3. Closing and Assessment

A. Introduce the Anchor Text: One Last Word – RI.7.1 (15 minutes)

4. Homework

A. Read and Reflect: Students read and reflect on the guiding questions for the module in Homework: Module Guiding Questions and discuss them with their families. They should consider how the guiding questions make them feel. They can sketch or write about their ideas.

B. Song Analysis: Students listen to their favorite song and read the lyrics. Then they respond to the prompt on Homework: Song Analysis.

  • I can infer the topic of this module from the resources. (RL.7.1, RI.7.1)
  • Opening A: Entrance Ticket: Unit 1, Lesson 1 (L.7.4)
  • Work Time A: Infer the Topic: I Notice/I Wonder note-catcher (RL.7.1, RI.7.1)

Lesson 2Compare Text and Music: Shuffle Along’s “Election Day”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.7.7 (5 minutes)

2. Work Time

A. Build Background Knowledge: Shuffle Along – RI.7.1 (10 minutes)

B. Read and Analyze “Election Day” – RL.7.4 (15 minutes)

3. Closing and Assessment

A. Compare Text and Music in “Election Day” – RL.7.7 (15 minutes)

4. Homework

A. Read and Analyze Blake Biography: Students read the Eubie Blake biography from their Harlem Renaissance packet and complete Homework: Read and Analyze Blake Biography.
  • I can analyze the impact of repetition on the first scene in Shuffle Along. (RL.7.4)
  • I can compare the written version of "Election Day" to its audio version, analyzing the effects of techniques in each medium. (RL.7.7)
  • Opening A: Entrance Ticket: Unit 1, Lesson 2 (RL.7.7)
  • Work Time B: Compare Text and Music: "Election Day" questions (RL.7.4, RL.7.7, L.7.5)

Lesson 3Compare Text and Music: Shuffle Along’s “Love Will Find a Way”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.7.7 (5 minutes)

2. Work Time

A. Analyze Figurative Language: “Love Will Find a Way” – RL.7.4, L.7.5a (20 minutes)

B. Compare Text and Music: “Love Will Find a Way”– RL.7.7 (10 minutes)

3. Closing and Assessment

A. Determine Themes: “Love Will Find a Way” – RL.7.2 (10 minutes)

4. Homework

A. Compare Text and Music: “Love Will Find a Way”: Students complete Homework: Compare Text and Music: “Love Will Find a Way” to synthesize their learning about the textual and musical techniques and effects in “Love Will Find a Way.”
  • I can determine the meaning of figurative language in "Love Will Find a Way." (L.7.5a)
  • I can compare the written version of "Love Will Find a Way" to its audio version, analyzing the effects of techniques in each medium. (RL.7.7)
  • I can identify themes in "Love Will Find a Way." (RL.7.2)
  • Opening A: Entrance Ticket: Unit 1, Lesson 3 (RL.7.7)
  • Work Time A: Analyze Figurative Language: "Love Will Find a Way" (RL.7.4, L.7.5a)
  • Work Time B: Compare Text and Music: "Love Will Find a Way" (RL.7.7)

Lesson 4Compare Text and Music: Shuffle Along’s “I’m Just Wild about Harry”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RL.7.7 (5 minutes)

2. Work Time

A. Read and Analyze “I’m Just Wild about Harry” – RL.7.7, L.7.5 (20 minutes)

B. Build Background Knowledge: “Lift Every Voice and Sing” (10 minutes)

3. Closing and Assessment

A. Add to Museum Collection – RL.7.7 (10 minutes)

4. Homework

A. Compare Text to Music in Favorite Song: Students listen to a favorite song and analyze how the musical techniques add meaning to the lyrics.
  • I can determine the meaning of figurative language in "I'm Just Wild about Harry." (L.7.5)
  • I can compare the written version of "I'm Just Wild about Harry" to its audio version, analyzing the effects of techniques in each medium. (RL.7.7)
  • Opening A: Entrance Ticket: Unit 1, Lesson 4 (RL.7.7)
  • Work Time A: Compare Text and Music: "I'm Just Wild about Harry" questions (RL.7.4, RL.7.7, L.7.5)

Lesson 5Mid-Unit 1 Assessment: Compare and Contrast Versions of “Lift Every Voice and Sing” (Lessons 5-6)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Mid-Unit 1 Assessment: Compare and Contrast Versions of “Lift Every Voice and Sing” (30 minutes)

B. Track Progress (10 minutes)

C. Language Dive: “Lift Every Voice and Sing,” Lines 20–22 – RL.7.4 (10 minutes)

3. Closing and Assessment

A. Compare Lift Every Voice and Sing Statue to Poem – RL.7.2 (20 minutes)

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

4. Homework

A. Build Background Knowledge: Read and Analyze Savage Biography. Students read Augusta Savage’s biography and answer questions to build background knowledge of the artist and the context of the Harlem Renaissance.

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 "Lift Every Voice and Sing." (RL.7.4, L.7.5)
  • I can compare and contrast the written version of "Lift Every Voice and Sing" to its audio version, analyzing the effects of techniques in each medium. (RL.7.7)
  • I can identify themes in "Lift Every Voice and Sing." (RL.7.2)
  • I can select a research reading text that I want to read.
  • Opening A: Entrance Ticket: Unit 1, Lessons 5-6
  • Work Time A: Mid-Unit 1 Assessment: Compare and Contrast Versions of "Lift Every Voice and Sing" (RL.7.1, RL.7.4, RL.7.7, RL.7.10, L.7.5a, L.7.6)
  • Language Dive: "Lift Every Voice and Sing," Lines 20-22 note-catcher (RL.7.2, RL.7.4, L.7.5)

Lesson 7Analyze Structure, Language, and Theme: “The Negro Speaks of Rivers”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Read and Analyze Structure: “The Negro Speaks of Rivers” – RL.7.5 (20 minutes)

B. Read and Analyze Language and Theme: “The Negro Speaks of Rivers” – RL.7.2, RL.7.4 (10 minutes)

3. Closing and Assessment

A. Language Dive: “The Negro Speaks of Rivers,” Lines 4 and 13 – RL.7.2, RL.7.4, L.7.5 (10 minutes)

4. Homework

A. Synthesis Questions: “The Negro Speaks of Rivers”: In preparation for the end of unit assessment, students complete Homework: Synthesis Questions: “The Negro Speaks of Rivers.”

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Next, they select a prompt and write a response in their independent reading journal.
  • I can analyze how the structure of "The Negro Speaks of Rivers" contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine the meaning of figurative language in "The Negro Speaks of Rivers." (RL.7.4, L.7.5)
  • I can identify a theme and explain how it develops over the course of "The Negro Speaks of Rivers." (RL.7.2)
  • Opening A: Entrance Ticket: Unit 1, Lesson 7 (L.7.4)
  • Work Time A and B: Analyze Poetry note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)
  • Closing and Assessment A: Language Dive: "The Negro Speaks of Rivers," Lines 4 and 13 note-catcher (RL.7.2, RL.7.4, L.7.5)

Lesson 8Analyze Structure, Language, and Theme: “Calling Dreams”
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Read and Analyze Structure: “Calling Dreams” – RL.7.5 (20 minutes)

B. Read and Analyze Language: “Calling Dreams” – RL.7.4, L.7.5c (10 minutes)

3. Closing and Assessment

A. Determine and Explain Theme – RL.7.2 (10 minutes)

4. Homework

A. Synthesis Questions: “Calling Dreams”: In preparation for the end of unit assessment, students complete Homework: Synthesis Questions: “Calling Dreams.” Students also read Georgia Douglas Johnson’s short biography in their anchor texts and answer synthesis questions.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Next, they select a prompt and write a response in their independent reading journal.
  • I can analyze how the structure of "Calling Dreams" contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine the meaning of figurative language in "Calling Dreams." (RL.7.4, L.7.5)
  • I can identify a theme and explain how it is developed over the course of "Calling Dreams." (RL.7.2)
  • Opening A: Entrance Ticket: Unit 1, Lesson 8
  • Work Times A and B: Analyze Poetry: "Calling Dreams" note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)

Lesson 9Analyze Structure, Language, and Theme: “Hope”
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 “Hope” – RL.7.2, RL.7.4, RL.7.5 (30 minutes)

3. Closing and Assessment

A. Discussion Norms – SL.7.1 (10 minutes)

4. Homework

A. Synthesis Questions: “Hope”: In preparation for the end of unit assessment, students complete Homework: Synthesis Questions: “Hope.”

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 "Hope" contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine the meaning of figurative language in "Hope." (RL.7.4, L.7.5)
  • I can identify a theme and explain how it is developed over the course of "Hope." (RL.7.2)
  • Opening A: Entrance Ticket: Unit 1, Lesson 9 (W.7.5)
  • Work Time A: Analyze Poetry: "Hope" note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)

Lesson 10End of Unit 1 Assessment: Analyze Structure, Language, and Theme: “I Shall Return” (Lessons 10-11)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

B. Review End of Unit 3 Assessment (5 minutes)

2. Work Time

A. End of Unit 1 Assessment: Analyze Structure, Language, and Theme: “I Shall Return” (30 minutes)

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

C. Synthesize Analysis of “I Shall Return” – RL.7.2 (10 minutes)

3. Closing and Assessment

A. Analyze Visual Art – RL.7.2 (20 minutes)

B. Add to Museum Collection – RL.7.2 (10 minutes)

4. Homework

A. Read and Analyze McKay Biography: Students complete Homework: Read and Analyze McKay Biography to synthesize their understanding.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Next, they select a prompt and write a response in their independent reading journal.
  • I can analyze how the structure of "I Shall Return" contributes to its meaning. (RL.7.4, RL.7.5)
  • I can determine the meaning of figurative language in "I Shall Return." (RL.7.4, L.7.5) 
  • I can identify a theme and explain how it is developed over the course of "I Shall Return." (RL.7.2) 
  • Opening A: Entrance Ticket: Unit 1, Lessons 10-11 (L.7.4)
  • Work Time A: End of Unit 1 Assessment: Analyze Structure, Language, and Theme: "I Shall Return" (RL.7.1, RL.7.2, RL.7.4, RL.7.5, RL.7.10, L.7.5c, L.7.6)
  • Work Time C: Analyze Poetry: "I Shall Return" note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)

Lesson 12Collaborative Discussion: Structure, Language, and Theme in Poetry and Art
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Collaborative Discussion: Structure, Language, and Theme in Poetry and Art – SL.7.1 (25 minutes)

3. Closing and Assessment

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

4. Homework

A. Collaborative Discussion Reflection: Students complete Homework: Collaborative Discussion Reflection to reflect on their stars and steps as a contributor to a collaborative discussion.

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 explain how poets use structure and language to develop themes over the course of poems. (RL.7.2) 
  • I can engage effectively in a collaborative discussion, building on others' ideas and expressing my own clearly. (SL.7.1)
  • Opening A: Entrance Ticket: Unit 1, Lesson 12 (SL.7.1)
  • Work Time A: Collaborative Discussion checklist (SL.7.1)

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