- 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)
Focus Standards: These are the standards the instruction addresses.
- RL.7.7, L.7.5
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.7.1, RL.7.4
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
---|---|
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. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
|
In Advance
- Ensure there is a copy of Entrance Ticket: Unit 1, Lesson 4 at each student's workspace.
- Prepare
- Set up the track "I'm Just Wild about Harry" from Shuffle Along.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Opening A: "I'm Just Wild about Harry" song from Shuffle Along
- Work Time A: "I'm Just Wild about Harry" song from Shuffle Along
- Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.B.6, 7.I.B.8, 7.I.C.10, and 7.I.C.12.
Important Points in the Lesson Itself
- To support ELLs, this lesson follows the same format and uses the same routines and resources for students to analyze a new song and scene in Shuffle Along. Although, at this point, students are encouraged to work independently, the class does review responses to support students' comprehension. This gradual release to independence prepares students for the assessment in the following lesson. Additionally, students work as a class through a teacher-led activity that will help them build background knowledge about the poet and poem/song they will read and analyze independently on the assessment.
- ELLs may find it challenging to interpret the text and music techniques even after several days of similar analysis. In addition to the supports in the lesson and suggested below, allow those ELLs who need more support to work independently for several minutes and then share their work with a partner before the whole class share. Doing so will confirm comprehension and identify needs for the assessment.
Vocabulary
- catalyst (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Techniques anchor chart (one for display; from Module 3, Unit 1 Lesson 2, Work Time A)
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
- Excerpts from Shuffle Along (text; one per student; from Module 3, Unit 1, Lesson 2, Work Time B)
- Harlem Renaissance packet (one per student; from Module 3, Unit 1, Lesson 1, Work Time A)
- Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 1, Lesson 4 (answers for teacher reference)
- Audio recording of "I'm Just Wild about Harry" from Shuffle Along CD
- Compare Text and Music: "I'm Just Wild about Harry" (answers for teacher reference)
- Techniques anchor chart (example for teacher reference)
- Entrance Ticket: Unit 1, Lesson 4 (one per student)
- Compare Text and Music: "I'm Just Wild about Harry" (one per student)
- Note cards (several per class)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Levels of Support |
---|---|
A. Engage the Learner - RL.7.7 (5 minutes)
|
For Lighter Support
For Heavier Support
|
Work Time
Work Time | Levels of Support |
---|---|
A. Read and Analyze “I’m Just Wild about Harry” – RL.7.7 (20 minutes)
“I can determine the meaning of figurative language in ‘I’m Just Wild about Harry.’” “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.”
“In what ways are the text and musical version different?” (The music is a duet—there are two singers instead of one. Also, the music rises high in volume and the notes, but there is no indication in the text to do so.) “In what ways are they the same?” (Both the text and music show Jessie’s strong feelings for Harry.) “Both the text and the music convey the same idea and feeling. What is that idea and feeling?” (Jessie loves Harry.) “What techniques are used in the text to show that Jessie loves Harry?” (The text uses figurative language such as comparing Harry to “choc’late candy” and “honey from the bee.”) “What techniques are used in the song to show that Jessie loves Harry?” (The singer raises her voice in volume and to high notes, showing her excitement or passion.)
|
For Lighter Support
For Heavier Support
|
B. Build Background Knowledge: "Lift Every Voice and Sing" (10 minutes)
"How did Johnson's career embody the idea of collaboration? How is this collaboration similar to the collaboration of Sissle and Blake, the authors of Shuffle Along?" (He worked with his brother to write shows and songs, combining text and music just as in Shuffle Along.) "What does the author of the article say about the importance of 'Lift Every Voice and Sing'?" (People call it the "black national anthem.")
"What is the meaning of catalyst as it is used in the third paragraph? How does it help explain Johnson's influence?" (Catalyst means "beginning" or "cause." It helps explain that some people believed Johnson's book helped start the Harlem Renaissance.)
"What was Johnson's view of the role of art and literature in the lives of African Americans?" (He believed that it could "improve the conditions of their daily lives" even though they lacked economic power.)
"What role does collaboration play in the Harlem Renaissance? With all these artists influencing each other, what was the environment of the Harlem Renaissance like?" (It seems that many artists had an influence on each other and the movement as a whole. In these two articles, two different artists are said to have helped start the Harlem Renaissance, which shows there were probably a lot of causes and different influences among writers, artists, and musicians.)
|
For Lighter Support
For Heavier Support
|
Closing & Assessments
Closing |
---|
A. Add to Museum Collection - RL.7.7 (10 minutes)
"How do writers and singers use different techniques to add to the meaning of their work? How did these artists help to set the stage for the Harlem Renaissance as a movement?" (The writers and musicians showed that by working together they could make their art more powerful and create a lot of enthusiasm. The artists collaborating on Shuffle Along helped to bring African American actors, musicians, and audiences to Broadway, and showed that it was possible for art by African Americans to achieve great popularity.)
|
Homework
Homework |
---|
A. Compare Text to Music in Favorite Song
|
Copyright © 2013-2024 by EL Education, New York, NY.