- I can identify themes developed across works of the Harlem Renaissance. (RL.7.2)
- I can write and revise a curator's statement and label for a museum exhibit on the Harlem Renaissance. (SL.7.4)
- I can offer kind, specific, and helpful feedback to my peers. (W.7.5)
Focus Standards: These are the standards the instruction addresses.
- RL.7.2, W.7.4, W.7.5, SL.7.4
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.7.4, RL.7.5, W.7.2, SL.7.5
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lessons 8-9 (SL.7.4)
- Work Time B: Curator's statement and label (RL.7.2, SL.7.4)
- Closing and Assessment A: Tuning protocol feedback (W.7.4, W.7.5)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - SL.7.4 (5 minutes) 2. Work Time A. Gather Materials - RL.7.2 (20 minutes) B. Draft Curator's Statement and Label - W.7.4, SL.7.4 (30 minutes) 3. Closing and Assessment A. Tuning Protocol: Content - W.7.5 (20 minutes) B. Revise Curator Statement and Label - W.7.5 (15 minutes) 4. Homework A. Optional: Create Art: Students have the option of creating a poem, story, song, dance, artwork, or nonfiction piece in response to a Harlem Renaissance work. They may choose to include this as their contemporary piece in their Harlem Renaissance exhibit for the performance task. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal. |
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 8-9 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 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 curator's statement and label. 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
- Harlem Renaissance Themes anchor chart (example for teacher reference) (from Module 3, Unit 1, Lesson 3, Closing and Assessment A)
- Harlem Renaissance Themes anchor chart (one for display; from Module 3, Unit 1, Lesson 3, Closing and Assessment A)
- Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 5, Work Time A)
- Directions for a Tuning Protocol (one for display; from Module 2, Unit 2, Lesson 15, Work Time B)
- Peer Critique anchor chart (one for display; from Module 1, Unit 2, Lesson 14, Work Time B)
- Module 3 texts and artwork: Shuffle Along, "Lift Every Voice and Sing," The Harp, "Calling Dreams," "Hope," "I Shall Return," Ethiopia Awakening, African Phantasy: Awakening, "The Negro Speaks of Rivers," "His Motto," "The Boy and the Bayonet," "On Bully Patrol," "David's Old Soul," and "The Sculptor"
- Module 3 poetry and story note-catchers (begun in Module 3, Unit 1)
- Module 3 Homework materials (begun in Module 3, Unit 1)
- Exit Ticket: Unit 3, Lesson 7 (one per student; from Module 3, Unit 3, Lesson 7)
- Directions for a Tuning Protocol (one per student and one for display; from Module 2, Unit 2, Lesson 15, Work Time B)
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
New Materials
Teacher
Student
Presentation checklist (example for teacher reference)
- Entrance Ticket: Unit 3, Lessons 8-9 (one per student)
- Presentation checklist (one per student and one for display)
- Sticky notes (several 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 - SL.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. Gather Materials - RL.7.2 (20 minutes)
"I can identify themes developed across works of the Harlem Renaissance."
"What theme are you considering for your exhibit? What works from the Harlem Renaissance demonstrate that theme? What works from today demonstrate that theme? How does this work demonstrate this theme?" (Responses will vary. See Harlem Renaissance Themes anchor chart [example for teacher reference].) As necessary, remind students of the contemporary works they studied throughout this unit from their anchor text One Last Word: "On Bully Patrol," "David's Old Soul," "The Sculptor," and accompanying images. Students may also use other poems or images from One Last Word or their own creative or informational responses they have developed throughout the unit.
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For Lighter Support
For Heavier Support
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B. Draft Curator’s Statement and Label – SL.7.4 (30 minutes)
“I can write and revise a curator’s statement and label for a museum exhibit on the Harlem Renaissance.”
“What are some of the ways we might write if we intend for people to listen to as well as read our writing?” (Responses will vary but may include: We should think about how people only get to listen to once, so we should focus on making the sentences simpler and clearer. We can also think of ways to write to emphasize different words or sentences when we speak.) “Who is the audience for our Harlem Renaissance Museum? How will you develop your content and tone considering this audience?” (Responses will vary but may include: Our audience is younger students, so I will make sure to explain the Harlem Renaissance, the pieces, and the themes in language that they can understand. I will also develop a tone that is engaging for younger students by asking a lot of simple questions and making connections to their lives.)
“How will the first three criteria on the Presentation checklist help you make decisions about the content and language of your curator’s statement and label?” (The Presentation checklist focuses on “emphasizing salient points” and presenting findings in a “focused and coherent” way, which helps remind us to really focus on emphasizing what is most important in a spoken presentation.)
“What information about the Harlem Renaissance do you want to include in your presentation?” (For students who need more support, ask, “What did you learn about the Harlem Renaissance throughout this unit? Where did you include that information in your writing?”) ▲ “Do you plan to present your findings in a focused and coherent manner?” (For students who need more support, ask, “Do you give the information about your works in order? Do you use transition words between paragraphs and sections?”) ▲ “Do you use language that shows appreciation and enthusiasm for the work you’ve selected?” (For students who need more support, ask, “Do you give reasons why you like the work you selected?”) ▲ “Do you focus the audience’s attention on the visual art piece you selected and explain its elements in order to include a multimedia perspective in your work?” (For students who need more support, ask, “Do you share the art piece in your collection and explain why it is important to you?”) “Do you emphasize salient points?” (For students who need more support, ask, “Do you have an exciting hook or opening? Do you end with a message and reflection on the Harlem Renaissance?”) ▲ “Do you use descriptions, facts, details, and examples to help the reader understand your group of work and writings?” (For students who need more support, ask, “Do you include description to show why the pieces you chose are important and interesting? In your label, do you use evidence from the text to show how the text develops the theme?”) ▲
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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. Tuning Protocol: Content - W.7.5 (20 minutes)
"I can offer kind, specific, and helpful feedback to my peers."
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For Lighter Support
For Heavier Support
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B. Revise Curator Statement and Label – W.7.5 (15 minutes)
“I can write and revise a curator statement and label for a museum exhibit on the Harlem Renaissance.”
“Did you use language to show your appreciation of the works and inspire your audience?” (For students who need more support, ask, “Do you use words that show you are excited about the work?”) ▲ “Does your label use evidence to show how the work is connected to the theme?” (For students who need more support, ask, “Does your label give an example from the text that shows the theme of your exhibit?”) ▲ “Does the label include interesting details about the piece?” “Are there places to include more information or details that will help the audience see why the work is interesting and important?” (For students who need more support, ask, “Can you include more details to show why this work is exciting?”) ▲
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For Lighter Support
For Heavier Support
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Homework
Homework |
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A. Optional: Create Art
B. Independent Research Reading
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