- I can use appropriate eye contact, adequate volume, and clear pronunciation to present my museum exhibit. (SL.7.4)
- I can use visual displays to clarify and emphasize points in my museum exhibit. (SL.7.5)
- I can use formal English while presenting my museum exhibit. (SL.7.6)
Focus Standards: These are the standards the instruction addresses.
- SL.7.4, SL.7.5, SL.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.
- RL.7.2, RL.7.4, RL.7.5, W.7.1, W.7.4, W.7.5, W.7.6, W.7.10, L.7.1, L.7.2, L.7.3
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lessons 13-14 (SL.7.4)
- Work Time A: Exhibit Labels (SL.7.4)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - SL.7.4 (5 minutes) 2. Work Time A. Write Exhibit Labels - SL.7.4 (20 minutes) B. Set Up Museum - SL.7.5 (20 minutes) 3. Closing and Assessment A. Practice Conversations - SL.7.4 (15 minutes) B. Harlem Renaissance Museum -SL.7.4, SL.7.6 (30 minutes) 4. Homework None for this 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 3, Lessons 13-14 at each student's workspace.
- Prepare
- Poster boards for gathering introduction ideas
- Tape and mounting materials for setting up exhibits
- Copies of the Compliment Card (several per each student exhibit)
- Groups for the introduction activity, if it is best to choose groups for the students
- Partnerships for practice conversations
- Review Peer Critique: Museum Exhibit norms and directions.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A: Devices to type and print labels
- Work Time B: Projector to display the Peer Critique directions and norms
- Closing and Assessment B: Devices to record video and photographs for a website, class newsletter, or other community communication
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.C.10, and 7.I.C.12.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes a workshop atmosphere that fosters flexible groupings, support, and time on tasks. Teachers can use this flexibility to create strategic groupings for one or more of the activities as needed as well as to provide individual support and extra time for ELLs to complete the tasks.
- ELLs may find it challenging to draft their labels. Encourage these students to work in pairs or small groups to identify the sentences they can use and adapt from the Model Curator's Statement and Label in their own writing. If necessary, work with students to identify these sentences, change them into sentence frames, and model using them.
Vocabulary
N/A
Materials from Previous Lessons
Teacher
Student
- Performance Task anchor chart (one for display; from Module 3, Unit 1, Lesson 1, Work Time B)
- Work to Contribute to a Better World anchor chart (one for display; from Unit 3, Lesson 5, Work Time A)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
- Model Curator's Statement and Label (one for display; from Module 3, Unit 3, Lesson 7, Work Time B)
- Presentation checklist (from Module 3, Unit 3, Lessons 8-9, Work Time B)
- Discussion Norms anchor chart (from Module 1, Unit 1, Lesson 13, Work Time C)
- Peer Critique anchor chart (for display, co-created in Module 1, Unit 2, Lesson 14, Work Time B)
- Student response to End of Unit 3 Assessment: Present Museum Exhibit (one per student; from Unit 3, Lesson 11, Work Time A)
- Model Curator's Statement and Label (one per group; from Module 3, Unit 3, Lesson 1, Work Time B)
- One Last Word by Nikki Grimes (text; one per student; from Module 3, Unit 1, Lesson 1, Closing and Assessment A)
- Exhibit works (four per student; from Module 3, Unit 3, Lessons 8-9, Work Time A)
- Presentation checklist (one per student; from Module 3, Unit 3, Lessons 8-9, Work Time A)
New Materials
Teacher
Student
- Museum Exhibit Questions anchor chart (for teacher reference) (one for display)
- Possible materials for the museum creation include: high-quality pens and paper to write labels, if devices aren't being used; laminating sheets and a laminator; a copy machine to create larger signage; graphic design software to layout text and images; sturdy matting paper to matte the curator's statement, labels, and pieces; tablecloths, curtains, snacks, spotlights, music to create the museum environment
- Entrance Ticket: Unit 3, Lessons 13-14 (one per student)
- Peer Critique: Museum Exhibit norms and directions (one per group)
- Pens (several per student exhibit)
- Compliment card (several per student exhibit)
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 |
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A. Engage the Learner - SL.7.4 (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Write Exhibit Labels - SL.7.4 (20 minutes)
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For Lighter Support
For Heavier Support
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B. Set Up Museum - SL.7.5 (20 minutes)
"I can use visual displays to clarify and emphasize points in my museum exhibit."
"How can we make this museum look and feel like a professional museum?" (We can change the layout of the room, cover the tables with fabric or paper, change the lighting, set up a snack bar and gift shop, and remove the chairs. We could also display the museum in the school's library or multipurpose room, or maybe even a location in the community.)
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing | Levels of Support |
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A. Practice Conversations - SL.7.4 (15 minutes)
"I can use appropriate eye contact, adequate volume, and clear pronunciation to present my museum exhibit." "I can use formal English while presenting my museum exhibit."
"One way to invite conversation is to ask, 'Is there anything you'd like to discuss with me about the exhibit? Do you have any questions for me?'"
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For Lighter Support
For Heavier Support
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B. Harlem Renaissance Museum - SL.7.4, SL.7.6 (30 minutes)
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Homework
Homework |
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