- I can determine the meaning of figurative language in "The Sculptor." (RL.7.4)
- I can analyze how the structure of "The Sculptor" contributes to its meaning. (RL.7.4, RL.7.5)
- I can determine a theme and trace its development over the course of "The Sculptor." (RL.7.2)
Focus Standards: These are the standards the instruction addresses.
- RL.7.2, RL.7.4, RL.7.5, L.7.4a
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.7.1
Daily Learning Targets
Ongoing Assessment
- Work Time A: Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: "The Sculptor" (RL.7.2, RL.7.4a, RL.7.5, L.7.4)
- Work Time C: Language Dive: "The Sculptor," Lines 6-7 note-catcher (RL.7.4, L.7.5)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) B. Return End of Unit 2 Assessments with Feedback (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: "The Sculptor" (30 minutes) B. Track Progress - RL.7.4 (10 minutes) C. Language Dive: "The Sculptor," Lines 6-7 - RL.7.4 (10 minutes) 3. Closing and Assessment A. Add to the Museum Collection - RL.7.2 (15 minutes) B. Independent Research Reading Share - RI.7.10 (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
- Prepare
- Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme in "The Sculptor" (see Assessment Overview and Resources)
- Review the Back-to-Back and Face-to-Face protocol.
- Group students into triads for the Interactive Flowchart protocol.
- Cut each set of Interactive Flowchart cards and arrow cards apart, and provide one set per triad.
- Review the Interactive Flowchart activity.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time A: Students complete assessments using an online platform such as http://eled.org/0189 or http://eled.org/0158—using speech-to-text facilities activated on devices or using an app or software such as http://eled.org/0103.
- Work Time C: Display the Interactive Flowchart Cards using a projector.
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, the assessment in this lesson consists of tasks and questions in the same format as the activities students have completed throughout the unit thus far. This gradual release supports students in independent achievement on this assessment.
- ELLs may find it challenging to independently read the poem. Encourage them to grapple to read the poem independently once, highlighting, illustrating, and taking notes on key ideas. Then as necessary, allow students to form homogeneous groups to review their highlights, illustrations, and notes ensuring students understand the poem. Also, before beginning the assessment, activate background knowledge of students by asking if any have experience with sculpture, either making or viewing it. Ask these students to share their experiences with their classmates. If students don't have the language or comfort level to share their experience, they can draw or write about it or tell a partner or the teacher who can share it with the class. Asset-based instruction increases students' confidence, comprehension, and engagement with the topic of the poem, boosting their success on the assessment.
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)
- Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 1, Work Time B)
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
- Strategies to Answer Selected Response Questions anchor chart (one for display; from Module 1, Unit 1, Lesson 3, Opening B)
- 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)
- Independent Reading Sample Plans (for teacher reference) (from the Tools page)
- Homework poetry responses (student-generated; from Module 3, Unit 3, Lesson 4, Homework A)
- End of Unit 2 Assessments with feedback (one per student; from Module 3, Unit 2, Lessons 13–14, Work Time B)
- Analyze Poetry note-catcher (from Module 3, Unit 3, Lesson 2, Work Time A)
- Analyze Poetry note-catcher ▲ (from Module 3, Unit 3, Lesson 2, Work Time A)
- Vocabulary log (one per student; from Module 1, Unit 1, Lesson 2, Opening A)
- Print or online dictionaries (one per student; including ELL and home language dictionaries)
- Track Progress folders (one per student; from Module 1, Unit 1, Lesson 15-16, 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
- Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: "The Sculptor" (answers for teacher reference) (see Assessment Overview and Resources)
- Language Dive Guide: "The Sculptor," Lines 6-7 (for teacher reference)
- Language Dive: "The Sculptor," Lines 6-7 Sentence Chunk Chart (for teacher reference)
- Language Dive: "The Sculptor," Lines 6-7 note-catcher (example for teacher reference)
- Harlem Renaissance Themes anchor chart (example for teacher reference)
- Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: “The Sculptor” (one per student) (see Assessment Overview and Resources)
- Track Progress: Read, Understand, and Explain New Text (one per student)
- Sticky notes (several per student)
- Language Dive: “The Sculptor,” Lines 6–7 sentence chunk strips (one per pair of students)
- Language Dive: “The Sculptor,” Lines 6–7 note-catcher (one per student)
- Interactive Flowchart directions (one set per triad)
- Interactive Flowchart cards and arrows (one set per triad)
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 |
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A. Engage the Learner (5 minutes)
"With your partner, share your poem or other work inspired by the Harlem Renaissance. After you share your work, your partner will provide one star and one step for your work. Next, your partner will share his or her work and you will provide one star and one step for your partner's work."
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B. Return End of Unit 2 Assessments with Feedback (5 minutes)
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Work Time
Work Time | Levels of Support |
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A. Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: “The Sculptor” (30 minutes)
“I can analyze how the structure of ‘The Sculptor’ contributes to its meaning.” “I can determine the meaning of figurative language in ‘The Sculptor.’” “I can determine a theme and trace its development over the course of ‘The Sculptor.’”
“What value does the task of a reading assessment have for you beyond this class? Why?” (Responses will vary but may include: This task has a lot of value for me because I will have to take reading assessments and analyze poetry in most of my high school and college classes.) “What will help you succeed on this assessment?” (Responses will vary but may include: Using my strategies to answer selected response questions and writing a paragraph with a topic sentence, at least two pieces of evidence, and a concluding statement will help me succeed in this task.)
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For Lighter Support
For Heavier Support
1. Read each excerpt several times, whisper-reading them aloud as necessary. Consider finding each excerpt in your copy of the story, so you get the context and understand the excerpts better. 2. Read each question and each possible answer. 3. Cross out incorrect answers. 4. Select the best answer to the question. 5. Repeat steps 2–4 for each item in the assessment.
6. Read the prompt for item 7. 7. Write a paragraph with a. a topic sentence that restates and answers the prompt. b. two pieces of evidence (quotes or examples) from the text. c. sentences that explain how the evidence supports your answer. d. a concluding sentence that restates and answers the prompt. |
B. Track Progress - RL.7.4 (10 minutes)
"What helped you to be successful at that task? How much effort did you put in on this task? How did your effort affect your learning?" (Responses will vary, but may include: I was successful at that task because I focused and worked hard. I also understood what I was doing and what was being asked of me, which helped me succeed as well.)
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C. Language Dive: "The Sculptor," Lines 6-7 - RL.7.4 (10 minutes)
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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. Add to the Museum Collection - RL.7.2 (15 minutes)
1. Choose an Interactive Flowchart card. Read the card aloud (e.g., "The Sculptor"). 2. Using an arrow card, connect this card to another Interactive Flowchart card by form, language and/or theme (e.g., "Calling Dreams"). 3. Read the second card aloud. 4. Explain why the two Interactive Flowchart cards belong together, how one shows collaboration with the other by form, language, and/or theme. ("The Sculptor" is connected to "Calling Dreams" by the theme of working hard to make dreams come true. In "The Sculptor," the speaker explains that dreams are "carved, muscled into something solid, something true." In "Calling Dreams," the speaker tells of reaching dreams immediately: "now, at length, I rise, I wake!" Both poems are about making dreams come true.) 5. Another member of the group takes a turn by either:
6. Take turns using the remaining Interactive Flowchart cards and continuing to explain the connections between them. 7. The activity ends when time is up or when all cards have been used and group members have explained all the connections they see.
"How do the poetry, songs, script, and artwork connect with one another?" (Many of them connect by themes. For example, many of the poems and the two short stories develop a theme about working hard to achieve one's dreams.) "What connections can you make in form or structure?" (Because of the Golden Shovel form, many of Grimes' poems share the same theme as the poems from the Harlem Renaissance.) "What connections can you make in use of language?" (The Golden Shovel form means that the same words and images show up in the Harlem Renaissance poems as in Grimes' poems.) "What connections can you make in theme?" (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 strength within himself. That strength might also come from the people before him.)
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For Lighter Support
For Heavier Support
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B. Independent Research Reading Share - RI.7.10 (15 minutes)
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Homework
Homework |
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A. Respond to Poetry
B. Independent Research Reading
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