- 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)
Focus Standards: These are the standards the instruction addresses.
- 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 4 (L.7.4)
- Work Time A: "The Boy and the Bayonet" 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. 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. |
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 there is a copy of Entrance Ticket: Unit 2, Lesson 4 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 close read of the first part of the short story "The Boy and the Bayonet." The close read is teacher-led and ensures that all students can closely analyze and better comprehend the story.
- ELLs may find it challenging to answer text-dependent questions throughout the close read. If possible, display the questions and allow longer think-time for ELLs to formulate their responses and discuss them with a partner before sharing out. Doing so will increase their confidence, comprehension, and language use abilities.
Vocabulary
- admonitory (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)
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
- Harlem Renaissance Themes anchor chart (one for display; from Module 3, Unit 1, Lesson 3, Closing and Assessment A)
- Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- "The Boy and the Bayonet" (text; one per student; from Module 3, Unit 2, Lesson 3, Closing and Assessment A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 2, Lesson 4 (example for teacher reference)
- Close Reading Guide: "The Boy and the Bayonet" (for teacher reference)
- Story Elements: "The Boy and the Bayonet," Part I note-catcher (example for teacher reference)
- Harlem Renaissance Themes anchor chart (example for teacher reference)
- Homework: Answer Questions: "The Boy and the Bayonet," Part I (answers for teacher reference) (see Homework Resources)
- Entrance Ticket: Unit 2, Lesson 4 (one per student)
- Story Elements: “The Boy and the Bayonet,” Part I note-catcher (one per student)
- Story Elements: “The Boy and the Bayonet,” Part I note-catcher ▲
- Homework: Questions: “The Boy and the Bayonet,” Part I (one per student; see Homework Resources)
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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For Lighter Support
For Heavier Support
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Work Time
Work Time | Levels of Support |
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A. Close Read: “The Boy and the Bayonet” – RL.7.3, RL.7.6 (35 minutes)
“I can explain how the setting shapes the characters and plot in ‘The Boy and the Bayonet.’” “I can identify the points of view of Bud, Hannah, and ‘little sister’ in ‘The Boy and the Bayonet.’”
“What habits of character did you see in this excerpt? Who demonstrated them? What did they look/sound like?” (Possible response: Bud shows courage as he participates in the competition. “Little sister” and Hannah demonstrate empathy and compassion as they encourage and cheer on Bud.) |
For Lighter Support
For Heavier Support
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Closing & Assessments
Closing | Levels of Support |
---|---|
A. Explore Themes: "The Boy and the Bayonet" - RL.7.2 (5 minutes)
"What do you think the text is mostly about at this point?" (Possible response: Bud seems to be preparing for a big day, which he has been working hard at for some time.) "What theme could be emerging or beginning to develop at this point in the text?" (Possible response: A possible theme of the text is that hard work will pay off.) "What questions do you have about what is happening and what is to come in the text?" (Possible response: I am curious to see what will happen at the "drills" and what exactly they are.)
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For Lighter Support
For Heavier Support
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Homework
Homework | Levels of Support |
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A. Answer Questions about "The Boy and the Bayonet," Part I
B. Preread "The Boy and the Bayonet," Part II
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For Lighter Support
For Heavier Support
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