- I can analyze how the structure of a poem contributes to its meaning. (RL.7.4, RL.7.5)
- I can determine the meaning of figurative language in "On Bully Patrol." (RL.7.4)
Focus Standards: These are the standards the instruction addresses.
- RL.7.4, RL.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.7.2, L.7.1a
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lesson 2 (RL.7.4)
- Work Time A: Analyze Poetry note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - RL.7.4 (5 minutes) 2. Work Time A. Read and Analyze Structure: "On Bully Patrol" - RL.7.5 (20 minutes) B. Analyze Figurative Language: "On Bully Patrol" - RL.7.4 (10 minutes) 3. Closing and Assessment A. Discover Golden Shovel - RL.7.2 (10 minutes) 4. Homework A. Analyze "On Bully Patrol," Part I: In preparation for the end of unit assessment, students complete Homework: Analyze "On Bully Patrol," Part I to answer selected and constructed response questions about the first half of the poem. B. Respond to Poetry: To deepen their understanding and connection to the poetry read today and in preparation for their performance task, students choose a new line from a Harlem Renaissance poem they have read in this module and use it to create a poem, illustration, dance, song, or a personal reflection paragraph. |
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 3, Lesson 2 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, 7.I.B.8, 7.I.C.10, 7.I.C.12, and 7.II.A.1.
Important Points in the Lesson Itself
- To support ELLs, this lesson includes multiple whole class readings along with whole class and group analysis of the structure, figurative language, and themes in the first half of the poem "On Bully Patrol" by Nikki Grimes.
- ELLs may find it challenging to analyze figurative language even with group support. In addition to the suggestions below, ensure that students are strategically grouped to best support them. This may mean mixed groupings by language or content proficiency. However, since groups include about four students, ensure that there are two students from each level and that there is no more than one level of difference among the students in a group. Strategic grouping affords students the opportunity of supporting and being challenged by others.
Vocabulary
- reproaches (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Harlem Renaissance Themes anchor chart (one for display; from Module 3, Unit 1, Lesson 3, Closing and Assessment A)
- Techniques anchor chart (one for display; from Module 3, Unit 1, Lesson 2, Work Time B)
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
- One Last Word by Nikki Grimes (text; one per student; from Module 3, Unit 1, Lesson 1, Closing and Assessment A)
- Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 2 (example for teacher reference)
- Analyze Poetry note-catcher (example for teacher reference)
- Homework: Analyze "On Bully Patrol," Part I (answers for teacher reference) (see Homework Resources)
- Entrance Ticket: Unit 3, Lesson 2 (one per student)
- Analyze Poetry note-catcher (one per student)
- Analyze Poetry note-catcher ▲
- Homework: Analyze “On Bully Patrol,” Part I (one per student; see Homework Resources)
- Homework: Analyze “On Bully Patrol,” Part I ▲
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 - RL.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. Read and Analyze Structure: “On Bully Patrol” – RL.7.5 (20 minutes)
“I can analyze how the structure of a poem contributes to its meaning.”
“Who is the speaker in this poem, and what is she discussing?” (The speaker is a mother discussing the difficulty her child faces, including facing racist insults at her school.) “How is the poem organized—in stanzas, rhyming couplets, etc.?” (The poem is organized into stanzas.) “What is the meaning of reproaches in line two? What is happening to the daughter in this stanza?” (Reproaches means “criticisms” or “harsh words.” The daughter is being picked on and made fun of in school.)
“Does the essay confirm the structural relationship between the poems ‘Hope’ and ‘Bully Patrol’ that you discovered?” (Yes, Grimes talks about how the Golden Shovel technique uses the whole poem or just a line to create the new poem. In “On Bully Patrol” she uses the whole poem “Hope” to end each line of the new poem.)
“Why does Grimes find this way of writing challenging? Why does she ‘love’ using this style?” (Grimes says it is challenging to write something “that makes sense.” But she also says she loves it “for that very reason,” because it gives her the chance to create “something entirely new.”) “How does writing in this way help to connect present to past, and carry on the legacy of work from movements like the Harlem Renaissance?” (By actually using another writer’s words, Grimes helps these words live on to reach new generations of readers. She adds her own ideas and language to connect the ideas in the poems from the past to her life and work in the present.)
“What is the speaker thinking about or doing in this stanza? How does the stanza develop ideas from the line it borrows from ‘Hope’?”
“How does the meaning of your group’s stanza relate to the meaning of the line from the poem ‘Hope’?” (Responses will vary but may include: The stanza uses the same ideas in the line from “Hope,” but connects it to a new context, to children’s lives today.)
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For Lighter Support
For Heavier Support
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B. Analyze Figurative Language: “On Bully Patrol” – RL.7.4 (10 minutes)
“I can determine the meaning of figurative language in ‘On Bully Patrol.’”
“What is being compared? How is the abstract idea like the concrete object? What does this simile or metaphor show about the speaker and her family?”
“What are some themes that are emerging in this poem?” (Difficulties will eventually pass; life moves in cycles; memories help us put things in perspective.)
“What habits of character did you see in this poem? Who demonstrated them? What did they look/sound like?” (Responses will vary, but may include: The speaker demonstrates perseverance as she recounts the difficulty she experienced and how she overcame it while passing on advice to her daughter about how to do the same.)
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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. Discover Golden Shovel (10 minutes)
“I can analyze how the structure of a poem contributes to its meaning.”
“How did the line you chose influence your language choices? How did it influence what the poem was about?” (Using the line made it difficult to come up with words that would fit well in the poem. The words also made it so that what we wrote about ideas that were similar to that line.)
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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 "On Bully Patrol," Part I
B. Respond to Poetry
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For Lighter Support
For Heavier Support
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