Unit-at-a-Glance Detail | EL Education Curriculum

You are here

Home › Our Curriculum › At-a-Glance Charts

ELA 2019 G7:M3:U2

The Context 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: Context 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 – RI.7.1 (30 minutes)

3. Closing and Assessment

A. Chalk Talk – RI.7.1 (10 minutes)

4. Homework

A. QuickWrite about Context: Students complete Homework: QuickWrite about Context to write about the historical factors surrounding and contributing to the Harlem Renaissance, including information from the texts from the Build Background Knowledge activity and Jacob Lawrence’s “The Migration Series” from the entrance ticket activity.

B. Preread “His Motto”: Students preread the first half of the story “His Motto” and look up unfamiliar vocabulary in preparation for studying the beginning of the story in the next lesson.
  • I can draw inferences using evidence from art and texts to build background knowledge about the Harlem Renaissance. (RL.7.1, RI.7.1)
  • Opening A: Entrance Ticket: Unit 2, Lesson 1 (RL.7.1)
  • Work Time A: Building Background Knowledge chart paper responses (RL.7.1, RI.7.1)

Lesson 2Close Read: “His Motto,” 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. Close Read: “His Motto” – RL.7.3 (35 minutes)

3. Closing and Assessment

A. Explore Themes: “His Motto” – RL.7.2 (5 minutes)

4. Homework

A. Answer Questions: “His Motto,” Part I: Students complete Homework: Answer Questions: “His Motto,” Part I to analyze point of view and story elements in the first part of the story “His Motto” to demonstrate understanding of the story elements and points of view.

B. Preread “His Motto”: Students preread the second half of the story “His Motto” identify and define at least three words of unfamiliar vocabulary in preparation for studying the end of the story in the next lesson. 
  • I can explain how the setting shapes the characters and plot in "His Motto." (RL.7.3)
  • I can identify the points of view of Durmond, Hilton, and the "youth" in "His Motto." (RL.7.6)
  • I can explain how an author develops and contrasts the points of view of Durmond, Hilton, and the "youth" in "His Motto." (RL.7.6)
  • Opening A: Entrance Ticket: Unit 2, Lesson 2 (RL.7.4)
  • Work Time A: "His Motto" Story Elements note-catcher (RL.7.3, RL.7.6)

Lesson 3Read and Analyze “His Motto,” Part II
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 “His Motto” – RL.7.3, RL.7.6 (35 minutes)

3. Closing and Assessment

A. Analyze Themes: “His Motto” – RL.7.2 (5 minutes)

4. Homework

A. Analyze Theme: Students complete their Story Elements: “His Motto,” Part II note-catcher by writing a paragraph to identify a theme in the story and find evidence that supports that theme.

B. Answer Questions about “His Motto,” Part II: Students complete Homework: Answer Questions: “His Motto,” Part II to analyze points of view and story elements.

C. Preread “The Boy and the Bayonet,” Part I: Students preread Part I of “The Boy and the Bayonet” and look up unfamiliar vocabulary in preparation for studying the beginning of the story in the next lesson.
  • I can explain how the setting shapes the characters and plot in "His Motto." (RL.7.3)
  • I can explain how an author develops and contrasts the points of view of Durmond, Hilton, and the "youth" in "His Motto." (RL.7.6)
  • Opening A: Entrance Ticket: Unit 2, Lesson 3 (L.7.4)
  • Work Time A: "His Motto" Story Elements note-catcher (RL.7.3, RL.7.6)

Lesson 4Close Read: “The Boy and the Bayonet,” Part I
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Close Read: “The Boy and the Bayonet” – RL.7.3, RL.7.6 (35 minutes)

3. Closing and Assessment

A. Explore Themes: “The Boy and the Bayonet” – RL.7.2 (5 minutes)

4. Homework

A. Answer Questions about “The Boy and the Bayonet,” Part I: Students complete Homework: Answer Questions: “The Boy and the Bayonet” to analyze points of view and story elements in the first part of the story.

B. Preread “The Boy and the Bayonet,” Part II: Students preread “The Boy and the Bayonet,” Part II and look up unfamiliar vocabulary in preparation for studying this excerpt of the story in the next lesson.
  • I can explain how the setting shapes the characters and plot in "The Boy and the Bayonet." (RL.7.3)
  • I can identify the points of view of Bud, Hannah, and "little sister" in "The Boy and the Bayonet." (RL.7.6)
  • Opening A: Entrance Ticket: Unit 2, Lesson 4 (L.7.4)
  • Work Time A: "The Boy and the Bayonet" Story Elements note-catcher (RL.7.3, RL.7.6)

Lesson 5Read and Analyze “The Boy and the Bayonet,” Part II
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 “The Boy and the Bayonet” – RL.7.3 (20 minutes)

B. Analyze “The Boy and the Bayonet” – RL.7.6 (15 minutes)

3. Closing and Assessment

A. Explore Themes: “The Boy and the Bayonet” – RL.7.2 (5 minutes)

4. Homework

A. Answer Questions and QuickWrite about “The Boy and the Bayonet,” Part II: Students complete Homework: Answer Questions and QuickWrite: “The Boy and the Bayonet,” Part II answer questions to analyze story elements and points of view in the second part of the story. Next, they do a Quickwrite on how theme is developed.
  • I can explain how the plot shapes the characters in "The Boy and the Bayonet." (RL.7.3)
  • I can identify the points of view of Bud, Hannah, and "little sister" in "The Boy and the Bayonet." (RL.7.6)
  • I can explain how an author develops and contrasts the points of view of Bud, Hannah, and "little sister" in "The Boy and the Bayonet." (RL.7.6)
  • Work Time A: "The Boy and the Bayonet" Story Elements note-catcher (RL.7.3, RL.7.6)
  • Work Time B: Answer Questions: "The Boy and the Bayonet" (RL.7.3, RL.7.4, RL.7.6)

Lesson 6Mid-Unit 2 Assessment: Analyze Story Elements and Point of View: “The Boy and the Bayonet,” Part III (Lessons 6-7)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Read “The Boy and the Bayonet” – RL.7.3 (20 minutes)

B. Language Dive: “The Boy and the Bayonet,” Part III, Paragraph 19 – RL.7.6 (10 minutes)

C. Mid-Unit 2 Assessment: Analyze Story Elements and Point of View: “The Boy and the Bayonet,” Part III (40 minutes)

3. Closing and Assessment

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

4. Homework

A. QuickWrite: Failing Forward: Students complete Homework: QuickWrite: Failing Forward to write about a time that they failed at something or made a big mistake.

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 story elements interact and shape one another in "The Boy and the Bayonet." (RL.7.3)
  • I can identify the points of view of Tom, Hannah, and "little sister" in "The Boy and the Bayonet." (RL.7.6)
  • I can explain how an author develops and contrasts the points of view of Tom, Hannah, and "little sister" in "The Boy and the Bayonet." (RL.7.6)
  • Opening A: Entrance Ticket: Unit 2, Lessons 6-7
  • Work Time A: Story Elements: "The Boy and The Bayonet," Part III note-catcher (RL.7.3, RL.7.6)
  • Work Time B: Language Dive: "The Boy and the Bayonet," Part III, Paragraph 19 note-catcher (RL.7.6, L.7.1, L.7.4b) 
  • Work Time C: Mid-Unit 2 Assessment: Analyze Story Elements and Point of View: "The Boy and the Bayonet," Part III (RL.7.1, RL.7.3, RL.7.6, RL.7.10, L.7.4a)

Lesson 8Write a Literary Argument Essay: Analyze a Model
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

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

2. Work Time

A. Analyze a Model – W.7.1 (20 minutes)

3. Closing and Assessment

A. Pair Practice: Plan Argument Essay – W.7.5 (20 minutes)

4. Homework

A. Explain Phrases in Introduction and Proof Paragraph 1: Students complete Homework: Explain Phrases: Introduction and Proof Paragraph 1.

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 the parts of a model argument essay and explain the purpose of each. (W.7.1, W.7.4)
  • I can plan an argument essay about how specific works from the Harlem Renaissance demonstrate the theme that collaboration and community can bring out the best in people. (W.7.4, W.7.5)
  • Opening A: Entrance Ticket: Unit 2, Lesson 8 (W.7.1)
  • Work Time A: Annotated, color-coded model argument essay (W.7.1, W.7.4)
  • Closing and Assessment A: Argument Writing Plan graphic organizer (W.7.1, W.7.4, W.7.5, W.7.10)

Lesson 9Write a Literary Argument Essay: Draft Introduction
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.1a (5 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code the Parts of an Introduction – W.7.1a (15 minutes)

B. Language Dive: Model Essay, Main Claim – W.7.1a, L.7.1a (10 minutes)

3. Closing and Assessment

A. Pair Writing: Draft an Introduction – W.7.1a (15 minutes)

4. Homework

A. Explain Clauses in Proof Paragraph 1: Students complete Homework: Explain Clauses: Proof Paragraph 1 to explain the function of clauses in a Proof Paragraph of the Model Argument Essay.

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 write an introduction for my essay giving context on the Harlem Renaissance, acknowledging a counterclaim, and clearly stating the main claim of the piece. (W.7.1a)
  • Opening A: Entrance Ticket: Unit 2, Lesson 9 (L.7.1a)
  • Work Time A: Annotated, color-coded model argument essay introduction (W.7.1a)
  • Work Time B: Language Dive: Model Essay, Main Claim note-catcher (W.7.1a, W.7.1c, L.7.1a)
  • Closing and Assessment A: Introductory Paragraph of Pair Argument Essay (W.7.1a)

Lesson 10Write a Literary Argument Essay: Draft Proof Paragraph 1
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.1a (5 minutes)

2. Work Time

A. Sort Sentences from the Proof Paragraphs – L.7.1b (15 minutes)

B. Pairs: Draft Proof Paragraph 1 – W.7.1b (20 minutes)

3. Closing and Assessment

A. Share Best Evidence – RL.7.1 (5 minutes)

4. Homework

A. Choose Sentence Types: Students complete Homework: Choose Sentence Types: Introduction Paragraph to choose different types of sentences that effectively communicate ideas in the introduction paragraph of an essay about 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 write Proof Paragraph 1 of my pair argument essay using logical reasoning and relevant evidence from the text to support my point. (W.7.1b)
  • Opening A: Entrance Ticket: Unit 2, Lesson 10 (L.7.1a)
  • Work Time A: Sorted sentence types (L.7.1b)
  • Work Time B: Proof Paragraph 1 of Pair Argument Essay (RL.7.1, W.7.1b)

Lesson 11Write a Literary Argument Essay: Draft Proof Paragraphs 2 and 3
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.1b (5 minutes)

2. Work Time

A. Analyze a Model: Transitional Phrases and Clauses – W.7.1c (10 minutes)

3. Closing and Assessment

A. Pairs: Draft Proof Paragraphs 2 and 3 – W.7.1c (30 minutes)

4. Homework

A. Choose Sentence Types: Students choose different types of sentences in Homework: Choose Sentence Types: Proof Paragraphs to best communicate ideas in the Proof Paragraphs of an essay about 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 write Proof Paragraphs 2 and 3 of my pair argument essay with phrases and clauses that show the relationship between the points, reasons, and evidence. (W.7.1c)
  • Opening A: Entrance Ticket: Unit 2, Lesson 11 (L.7.1a, L.7.1b)
  • Closing and Assessment A: Draft Proof Paragraphs 2 and 3 of Pair Argument Essay (W.7.1c)

Lesson 12Write a Literary Argument Essay: Draft Conclusion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – L.7.1b (10 minutes)

2. Work Time

A. The Painted Essay®: Sort and Color-Code the Parts of the Conclusion – W.7.1e (10 minutes) 

B. Language Dive: Model Argument Essay, Conclusion – W.7.1e (10 minutes)

3. Closing and Assessment

A. Pairs: Draft Conclusion – W.7.1e (15 minutes)

4. Homework

A. Choose Sentence Types: Students choose different types of sentences in Homework: Choose Sentence Types: Conclusion Paragraph to best communicate ideas in the conclusion paragraph of an essay about the Harlem Renaissance.

B. Review Note-Catchers and Texts: To prepare for the end of unit assessment in the following lesson, students reread their note-catchers and texts.

  • I can write the conclusion of my argument essay, restating the main claim and adding a reflection. (W.7.1e)

  • Opening A: Entrance Ticket: Unit 2, Lesson 12 (L.7.1a, L.7.1b)

  • Work Time A: Conclusion Paragraph Strips (W.7.1e)

  • Work Time B: Language Dive: Model Argument Essay, Conclusion note-catcher (W.7.1e, L.7.1a)

  • Closing and Assessment A: Draft Conclusion of Pair Argument Essay (W.7.1e)

Lesson 13End of Unit 2 Assessment, Part I: Write a Literary Argument Essay (Lessons 13-14)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 2 Assessment, Part I: Write a Literary Argument Essay (75 minutes)

3. Closing and Assessment

A. Track Progress – W.7.1 (10 minutes)

4. Homework

A. Choose Sentence Types in Pair Conclusion Paragraph: Students choose among different types of sentences in Homework: Choose Sentence Types: Pair Conclusion Paragraph to review and revise the third Proof Paragraph of their pair essay.

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 plan and write an argument essay about three Harlem Renaissance works that most powerfully illustrate the theme of the power of dreams. (W.7.1)
  • Opening A: Entrance Ticket: Unit 2, Lessons 13-14
  • Work Time A: Argument Essay Writing Plan graphic organizer (W.7.1, W.7.4, W.7.10)
  • Work Time A: End of Unit 2 Assessment: Write a Literary Argument Essay (W.7.1, W.7.6, W.7.9a, W.7.10)

Lesson 15End of Unit 2 Assessment, Part II: Revise and Edit (Lessons 15-16)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Analyze a Model – L.7.1 (10 mins)

B. Tuning Protocol – W.7.5 (30 mins)

C. End of Unit 2 Assessment, Part II: Revise and Edit (30 minutes)

3. Closing and Assessment

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

4. Homework

A. Reflect on Writing Process: Students reflect on their improvement over the course of the writing process from planning to writing to revision. Students also set goals for future writing.

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 offer kind, helpful, and specific feedback to my peers, focusing on the effective use of different kinds of phrases, clauses, and sentences in their essays. (L.7.1a, L.7.1b)
  • I can revise my essay, focusing on effectively expressing my ideas using different kinds of phrases, clauses, and sentences. (W.7.5, L.7.1a, L.7.1b)
  • Opening A: Entrance Ticket: Unit 2, Lessons 15-16
  • Work Time C: Revisions and Edits to End of Unit 2 Assessment, Part I (W.7.5, L.7.1a, L.7.1b)
  • Work Time C: End of Unit 2 Assessment, Part III: Types of Sentences, Phrases, and Clauses - Alternative Assessment (L.7.1a, L.7.1b)

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up

Help us improve our curriculum.

Tell us what’s going well, share your concerns and feedback.

Terms of use. To learn more about EL Education, visit eleducation.org

Leave feedback