- I can analyze how the structure of "David's Old Soul" contributes to its meaning. (RL.7.4, RL.7.5)
- I can determine the meaning of figurative language in "David's Old Soul." (RL.7.4)
- I can determine a theme and trace its development over the course of "David's Old Soul." (RL.7.2)
Focus Standards: These are the standards the instruction addresses.
- RL.7.2, 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.
- L.7.4
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lesson 4 (RL.7.4)
- Work Time A: Analyze Poetry note-catcher (RL.7.2, RL.7.4, RL.7.5, L.7.5)
- Closing and Assessment A: Analyze Structure, Language, and Theme: "David's Old Soul" (RL.7.2, RL.7.4, RL.7.5, L.7.4)
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 "David's Old Soul" - RL.7.5 (25 minutes) 3. Closing and Assessment A. Practice Synthesis Questions - RL.7.2, RL.7.4, RL.7.5 (15 minutes) 4. Homework A. 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 and use it to create a poem, illustration, dance, song, or a personal reflection paragraph. 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, Lesson 4 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 whole-class review of the independent analysis that students will conduct of the structure, figurative language, and themes in the poem "David's Old Soul" by Nikki Grimes.
- ELLs may find it challenging to gradually release from the class and small group analysis to independent analysis. Assure students that they will have a chance to review their responses as a class. As necessary, build in time for students to review their responses with a partner before the class review to give students more confidence with their responses and more practice with speaking skills.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
- Harlem Renaissance Themes anchor chart (one for display; from Module 3, Unit 1, Lesson 3, Closing and Assessment 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)
- Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)
- Analyze Poetry note-catcher ▲ (from Module 3, Unit 3, Lesson 2, Work Time A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 4 (example for teacher reference)
- Analyze Poetry: "David's Old Soul" note-catcher (example for teacher reference)
- Harlem Renaissance Themes anchor chart (example for teacher reference)
- Analyze Structure, Language, and Theme: "David's Old Soul" (answers for teacher reference)
- Entrance Ticket: Unit 3, Lesson 4 (one per student)
- Analyze Poetry: "David's Old Soul" note-catcher (one per student)
- Analyze Structure, Language, and Theme: "David's Old Soul" (one 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 - 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 “David’s Old Soul” – RL.7.5 (25 minutes)
“I can analyze how the structure of ‘David’s Old Soul’ contributes to its meaning.”
“Who is the speaker in this poem, and what is he talking about?” (The speaker is a boy or a young man named David discussing the responsibilities he has in his family.) “How is the poem organized—in stanzas, rhyming couplets, etc.?” (The poem is organized into one stanza. It uses the Golden Shovel technique to take one line from the poem “The Negro Speaks of Rivers” and use the words from that line to end each line of the new poem.)
“What phrase from the title and the poem help us infer the speaker of the poem?” (Both the title and the body of the poem have the phrase “old soul.” And since the title of the poem says that the old soul belongs to David, we can infer that the speaker’s name is David.)
“How is this poem structured? How does the use of the Golden Shovel technique add to the poem’s meaning?” (The poem is structured in one stanza with each line ending with a word borrowed from "The Negro Speaks of Rivers." Grimes structures the poem using the Golden Shovel technique while also conveying a similar message to the words she has selected from "The Negro Speaks of Rivers." The speaker comes to a greater understanding of what it means to have a soul that is “deep like the rivers,” to be an old soul.) See Analyze Poetry: “David’s Old Soul” note-catcher (example for teacher reference). “What are some instances of figurative language you see in the poem? How do they help develop ideas in the poem?” (“Tree my baby brothers can lean on” (7): shows how he provides strength for others. “Raft that helps carry them” (8): shows how he carries his siblings through difficult times.) See Analyze Poetry: “David’s Old Soul” note-catcher (example for teacher reference). “What is a theme in the poem? How does the author develop it?” (“David’s Old Soul” develops the theme that we can find deep strength within ourselves to help others. The writer structures the poem using a line from “The Negro Speaks of Rivers” by Langston Hughes. In that poem, Hughes connects the speaker’s history to the history of all black people and how it is possible to draw strength from the past. For David, the speaker of “David’s Old Soul,” strength is found deep within himself. He is told that he has an “old soul” (2). He learns what that means by looking inside himself and learning to be strong. The author uses figurative language such as comparing David to a “tree my baby brothers can lean on” (7) to show how he uses this strength in himself to help others. Like the speaker in “The Negro Speaks of Rivers,” David’s soul has “grown deep like the rivers,” so he can help others.) See Analyze Poetry: “David’s Old Soul” note-catcher (example for teacher reference). “What is the connection to ‘The Negro Speaks of Rivers’?” (The poem “The Negro Speaks of Rivers” develops the theme that people can draw strength from their past. The poem “David’s Old Soul” takes the idea of finding strength in the past and applies it to a personal situation. The speaker in “The Negro Speaks of Rivers” was showing the rich history and strength of black people. In “David’s Old Soul,” the speaker finds strength “deep” within himself to help others. From Hughes’ poem, Grimes uses the line “my soul has grown deep like the rivers.” This line shows how people can be connected to something deep within them and to the past. It seems that David has found the strength within himself. That strength might also come from the people before him.) See Analyze Poetry: “David’s Old Soul” note-catcher (example for teacher reference).
“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 of the poem demonstrates perseverance and initiative as he finds the inner strength to support his younger siblings.)
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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 Synthesis Questions - RL.7.2, RL.7.4, RL.7.5 (15 minutes)
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For Lighter Support
For Heavier Support
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Homework
Homework | Levels of Support |
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A. Respond to Poetry
B. Independent Research Reading
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For Lighter Support
For Heavier Support
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