- 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)
Focus Standards: These are the standards the instruction addresses.
- RL.7.2, RL.7.3, RL.7.6
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.
- L.7.4, L.7.5
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
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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. |
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
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In Advance
- Ensure that there is a copy of Entrance Ticket: Unit 2, Lesson 3 at each student's workspace.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- 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, and 7.I.C.10.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes a teacher-led discussion and pair collaboration to guide students to read the second half of "His Motto" and analyze the interaction of story elements and the development of points of view.
- ELLs may find it challenging to gradually release from the class close read analysis to pair collaboration. Form strategic pairs, triads, or small groups to support students who may need more guidance analyzing the story.
Vocabulary
- compensation, pecuniary (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
- Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
- Harlem Renaissance Themes anchor chart (one for display; from Module 3, Unit 1, Lesson 3, Closing and Assessment A)
- "His Motto" Story Elements note-catcher (from Module 3, Unit 2, Lesson 2, Work Time A)
- Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- "His Motto" (text; one per student; from Module 3, Unit 2, Lesson 2, Work Time A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 2, Lesson 3 (example for teacher reference)
- Story Elements: "His Motto," Part II note-catcher (example for teacher reference)
- Harlem Renaissance Themes anchor chart (example for teacher reference)
- Homework: Answer Questions: "His Motto," Part II (answers for teacher reference) (see Homework Resources)
- Entrance Ticket: Unit 2, Lesson 3 (one per student)
- Story Elements: “His Motto,” Part II note-catcher (one per student)
- Story Elements: “His Motto,” Part II note-catcher ▲
- Homework: Answer Questions: “His Motto,” Part II (one per student; see Homework Resources)
- “The Boy and the Bayonet” (text; one per student)
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 |
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A. Engage the Learner - L.7.4 (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Read and Analyze “His Motto” – RL.7.3, RL.7.6 (35 minutes)
“I can explain how the setting shapes the characters and plot in ‘His Motto.’”
“What is the setting of this final scene in the story? How is it described?” (The setting is the room where Hilton has set up his wireless telegraph. It is described as a “one-room shack” which has the wireless, a “shelf of books,” and pictures of airplanes as well as a model airplane.) “How does the description of this setting help develop the character of Hilton?” (The description of the setting shows that even though Hilton doesn’t have a lot of resources in his “one-room shack,” he is very curious and creative. He keeps many books and pictures of airplanes and aviators as well as a model airplane.) “Who are the characters in the scene? What is their relationship to each other?” (The characters are Durmont and Hilton. They have just met, and Hilton has offered to help Durmont send an important message, using his wireless telegraph. Durmont is doubtful that Hilton can help because he is prejudiced against him.) “How does the relationship between the characters influence what happens in the story’s plot?” (Durmont’s doubts about Hilton makes the reader wonder what will happen. When Hilton sends the message, it is a triumph for the character and helps to highlight that Durmont’s prejudices are wrong and harmful.)
“What were Durmont and Hilton’s points of view about Hilton’s ability to help Durmont earlier in the story? How did they change by the end of the story? What is an event or description that shows Durmont reconsidering his point of view?” (Durmont was skeptical that Hilton would be able to help and expressed and demonstrated prejudice toward him. Hilton was confident that his wireless would work, however. Durmont’s point of view changes as he sees Hilton working and considers himself in that position. When Durmont reads the motto on the wall, he “looked at the boy as if seeing him for the first time.” Hilton’s point of view about his own ability remained the same, as he seemed to always be confident in his own work.) “Imagine that Hilton had never built a telegraph machine and thus could not transmit Durmont’s wireless message. Do you think that Durmont’s point of view toward Hilton would still have changed by the end of the story?” (If Hilton could not have helped Durmont by transmitting his wireless message, Durmont’s point of view toward Hilton would likely not have changed. He would have maintained his earlier prejudices and dismissed Hilton based on the color of his skin. This suggests that Durmont’s prejudices remain until someone has something to offer him.) “Reread this line from the end of the story: ‘To find himself threatened with a large financial loss; to have this averted by the help of the scientific knowledge of a colored boy, and that boy rating the fact of his success higher than any pecuniary compensation—he had to pull himself together a bit.’ What three shocks does Durmont endure in this story?” (His business is threatened; it is saved by a black boy; the black boy regards success as more important than money.) “What do these lines show about how hard it is for Durmont to change his misconceptions? What does this imply about the depth and strength of his prejudice?” (Durmont cannot believe that a black boy can help him and can value success above money. This is as shocking to him as a crisis in his business. These lines show how deep and damaging Durmont’s prejudice is.)
“What is the meaning of the ‘motto’ that Durmont sees on Hilton’s wall? How does the motto influence Durmont’s point of view of Hilton as well as the plot?” (The motto is from Abraham Lincoln, and it means that if you work hard and prepare, you will be rewarded when opportunity comes. Durmont sees the motto and is reminded of himself when he was young and working hard to achieve his dreams. It helps him understand that Hilton had it much harder than he did, as he had limited resources and had to face prejudice because of his race. It also helps convince Durmont to offer Hilton an opportunity to work with him.) “Do you think Durmont’s character has truly changed? Use evidence from the text to support your opinion.” (Either response is appropriate: Yes, his character has changed, because he sees Hilton in a new light, is shamed by his own prejudice, and offers Hilton a job. No, his character has not changed. He maintains his power as a wealthy white man who can give or take away opportunity from Hilton as he pleases.)
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For Heavier Support
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Closing & Assessments
Closing | Levels of Support |
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A. Analyze Themes: "His Motto" - RL.7.2 (5 minutes)
"What is the author's message about race and power relations? Why might a black author write this story?" (The author may have wanted to depict an all-too-familiar relationship between white people with power and black people without power at this time. The author is showing that black people were expected to prove their worth rather than being treated as worthy simply because they're human beings.)
"What habits of character did you see in this excerpt? Who demonstrated them? What did they look/sound like?" (Possible response: Hilton demonstrates perseverance in the face of Durmont's prejudice and doubt as he successfully works to transmit Durmont's message.)
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For Lighter Support
For Heavier Support
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Homework
Homework | Levels of Support |
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A. Analyze Theme
B. Answer Questions about "His Motto," Part II
C. Preread "The Boy and the Bayonet," Part I
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For Lighter Support
For Heavier Support
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