- I can explain how the setting shapes the characters and plot in "His Motto." (RL.7.3)
- I can identify the points of view of Durmond, Hilton, and the "youth" in "His Motto." (RL.7.6)
- 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.7.3, 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.
- RL.7.2, RL.7.4, L.7.4, L.7.5
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 2, Lesson 2 (RL.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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A. Engage the Learner - RL.7.4 (5 minutes) 2. Work Time A. Close Read: "His Motto" - RL.7.3 (35 minutes) 3. Closing and Assessment A. Explore Themes: "His Motto" - RL.7.2 (5 minutes) 4. Homework A. Answer Questions: "His Motto," Part I: Students complete Homework: Answer Questions: "His Motto," Part I to analyze point of view and story elements in the first part of the story "His Motto" to demonstrate understanding of the story elements and points of view. B. Preread "His Motto": Students preread the second half of the story "His Motto" identify and define at least three words of unfamiliar vocabulary in preparation for studying the end 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 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, 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 "His Motto." 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 the 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
- prognostications (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)
- 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)
- "His Motto" (text; one per student; from Module 3, Unit 2, Lesson 1, Closing and Assessment A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 2, Lesson 2 (example for teacher reference)
- Close Reading Guide: "His Motto," Part I (for teacher reference)
- Story Elements: "His Motto," Part I note-catcher (example for teacher reference)
- Harlem Renaissance Themes anchor chart (example for teacher reference)
- Homework: Answer Questions: "His Motto," Part I (answers for teacher reference) (see Homework Resources)
- Entrance Ticket: Unit 2, Lesson 2 (one per student)
- Story Elements: “His Motto,” Part I note-catcher (one per student)
- Story Elements: “His Motto,” Part I note-catcher ▲
- Homework: Answer Questions: “His Motto,” Part I (one per student; see Homework Resources)
- Homework: Answer Questions: “His Motto,” 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. Close Read: “His Motto” – RL.7.3 (35 minutes)
“I can explain how the setting shapes the characters and plot in ‘His Motto.’” “I can identify the points of view of Durmond, Hilton, and the ‘youth’ in ‘His Motto.’” “I can explain how an author develops and contrasts the points of view of Durmond, Hilton, and the ‘youth’ in ‘His Motto.’”
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing | Levels of Support |
---|---|
A. Explore Themes: "His Motto" - RL.7.2 (5 minutes)
"What possible themes do you see emerging in the text so far?" (Possible response: There is a theme that you should work hard no matter what others think of you, and a theme that prejudice keeps people from recognizing others' humanity and worth.) "How is the author developing these themes?" (Possible response: The author is developing these themes by showing how Durmont doubts Hilton because of his race and age, but how Hilton remains confident in his own abilities to send a message over wireless.)
"What habits of character did you see in this excerpt? Who demonstrated them? What did they look/sound like?" (Possible response: Hilton shows initiative in suggesting that he can help send Durmont's message. He also perseveres in the face of Durmont's prejudice and continues to believe in his own ability.)
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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: "His Motto," Part I
B. Preread "His Motto"
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For Lighter Support
For Heavier Support
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