- I can use evidence from art and texts to draw inferences about the legacy of the Harlem Renaissance.
Focus Standards: These are the standards the instruction addresses.
- RL.7.1, RI.7.1
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, RI.7.4, SL.7.1, L.7.4
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lesson 1 (RL.7.1)
- Work Time A: Building Background Knowledge chart paper responses (RL.7.1, RI.7.1)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Engage the Learner - RL.7.1 (5 minutes) 2. Work Time A. Build Background Knowledge - RL.7.1, RI.7.1 (30 minutes) 3. Closing and Assessment A. Chalk Talk - RI.7.1 (10 minutes) 4. Homework A. QuickWrite about Legacy: Students complete Homework: QuickWrite about Legacy to write about the legacy of the Harlem Renaissance, including in their writing the information from the texts from the Building Background Knowledge activity. 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
|
In Advance
- Ensure that there is a copy of Entrance Ticket: Unit 3, Lesson 1 at each student's workspace.
- Create groups of students, with four per group.
- Collect for each group a set of four different-colored markers, a piece of chart paper, lined paper, device to play Matthew Rushing's podcast about Uptown, and the following texts:
- Mystery text (video clip of Alvin Ailey's Uptown; one device per group)
- Common text ("Hegemony, Hope, and the Harlem Renaissance: Taking Hip Hop Culture Seriously"; one per student)
- Expert texts (one set per group with one of each of the following three copies of One Last Word including the preface from page 1, "Emergency Measures" from page 11, and Ransome's artwork from page 13)
- Preview and ensure that students can access Alvin Ailey's Uptown and creator Matthew Rushing's podcast about creating the work (http://eled.org/0208). If the download isn't functioning properly, right-click the download link and open it in a new window. After the new window opens, refresh the page and the download should begin.
- Create on chart paper a response chart for each group. Draw a box to create a fairly wide frame for the poster. Draw a smaller box inside the first. The boxes will create three spaces for representing learning. To see a sample chart, refer to the Building Background Knowledge Response Chart (example for teacher reference).
- Invite, via email or newsletter, the community (parents, other classes, the larger community) to the Harlem Renaissance Museum.
- Review the Building Background Knowledge protocol.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Work Time A: Devices for students to access Alvin Ailey's Uptown and creator Matthew Rushing's podcast about creating the ballet (http://eled.org/0208).
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 provides students with the opportunity to work with others to generate useful background knowledge about the legacy of the Harlem Renaissance, which they may not have in English and will need to use throughout the unit.
- ELLs may find it challenging to read the texts in the Building Background Knowledge protocol. In addition to the suggestions below, assign students who need heavier support the visual expert texts rather than the written ones. Students will more easily interpret a visual text than a written one and can still fully participate in the protocol and contribute to their groups.
Vocabulary
- legacy (A)
- acting, choreographer, choreography, formations, musicality (DS)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
- Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
- Techniques anchor chart (one for display; from Module 3, Unit 1, Lesson 2, Work Time B)
- Discussion Norms anchor chart (one for display; from Module 1, Unit 1, Lesson 13, Work Time C)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
- Vocabulary Log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- Building Background Knowledge Protocol (one per student; from Module 3, Unit 2, 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)
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 1 (example for teacher reference)
- Building Background Knowledge Resources: Mystery and Expert Texts (one for display)
- Building Background Knowledge Response Chart (example for teacher reference)
- Techniques anchor chart (example for teacher reference)
- Homework: QuickWrite about Legacy (example for teacher reference) (see Homework Resources)
- Entrance Ticket: Unit 3, Lesson 1 (one per student)
- Four different-colored markers (one set per group)
- Building Background Knowledge Resources: Common Text (one per student)
- Building Background Knowledge Response Chart (one for display per student group; see In Advance)
- Device (one per student or group)
- Mystery text: video clip of Alvin Ailey’s Uptown (one per student or group)
- Expert texts (one set per group with a copy of each of the following: three copies of One Last Word including the preface from page 1, “Emergency Measures” from page 11, and Ransome’s artwork from page 13)
- Devices to access video and podcast (two per group)
- Lined paper (several pieces per group)
- Sticky notes (10 per student)
- Homework Resources (for families)
- Homework: QuickWrite about Legacy (one per student; see Homework Resources)
- Homework: QuickWrite about Legacy ▲
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 |
---|---|
A. Engage the Learner - RL.7.1 (5 minutes)
|
For Lighter Support
For Heavier Support
|
Work Time
Work Time | Levels of Support |
---|---|
A. Build Background Knowledge – RL.7.1, RI.7.1 (30 minutes)
“I can use evidence from art and texts to draw inferences about the legacy of the Harlem Renaissance.”
“How are the dancers positioned in relation to each other? Are they doing the same dance movements or different ones?” (They are dancing in a circle. They are doing the same dance movements.) “What ideas do these formations or dance positions suggest? How do these formations develop the idea of collaboration?” (The dancers are collaborating or working together to make the dance.) “What do their facial expressions and body language suggest about their feelings?” (They look happy, excited, like they’re having fun.) “How are the dancers matching their dance movements to the music? What feelings do the music and dance moves convey?” (The dancers are dancing quickly with upbeat, joyful, fun moves, which match the upbeat, happy music. This upbeat dancing conveys a feeling of joy, excitement, happiness.) “What connections can you make between this dance and other works from the Harlem Renaissance? Why do you make this connection?” (The collaboration and joy remind me of the sculpture and poem “Lift Every Voice and Sing” because those works also communicated the idea of collaboration to create something joyful or beautiful.)
|
For Lighter Support
For Heavier Support
|
Closing & Assessments
Closing | Levels of Support |
---|---|
A. Chalk Talk – RI.7.1 (10 minutes)
|
For Lighter Support
For Heavier Support
|
Homework
Homework | Levels of Support |
---|---|
A. QuickWrite about Legacy
B. Independent Research Reading
|
For Lighter Support
For Heavier Support
|
Copyright © 2013-2024 by EL Education, New York, NY.