- I can present my curator's statement in a formal, focused, and clear way, emphasizing important points. (SL.7.4, SL.7.6)
- I can use appropriate eye contact, adequate volume, and clear pronunciation to present. (SL.7.4)
- I can use visual displays in my presentation and exhibit to clarify and emphasize points. (SL.7.5)
Focus Standards: These are the standards the instruction addresses.
- W.7.2, SL.7.4, SL.7.5, SL.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.
- RI.7.10
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lessons 11-12
- Work Time A: End of Unit 3 Assessment: Present Museum Exhibit (SL.7.4, SL.7.5, SL.7.6)
- Work Time B: Shared Writing Introduction to Harlem Renaissance posters (W.7.2)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. End of Unit 3 Assessment: Present Museum Exhibit (45 minutes) B. Shared Writing: Introduction to the Harlem Renaissance Museum - W.7.2 (25 minutes) 3. Closing and Assessment A. Independent Research Reading Share - RI.7.10 (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 11-12 at each student's workspace.
- Prepare
- Recording devices
- Cut apart the Discussion Cards and ensure there is one for each shared writing group in Work Time B
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Work Time A: Recording devices to record their museum exhibit presentation.
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.C.10, and 7.I.C.12.
Important Points in the Lesson Itself
- To support ELLs, this lesson consists of tasks students have practiced throughout the second half of the unit. This gradual release supports students in independent achievement on this assessment.
- ELLs may find it challenging to give a presentation for an assessment. Assure students that skills like volume, pacing, clarity, and emphasis are not contingent on language acquisition abilities. In other words, students can succeed at these skills even if they are newcomers or beginners.
Vocabulary
N/A
Materials from Previous Lessons
Teacher
Student
- Presentation checklist (one for display; from Module 3, Unit 3, Lessons 8-9, Work Time A)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
- Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 5, Work Time A)
- Independent Reading Sample Plans (for teacher reference) (from the Tools page)
- Mid-Unit 3 Assessment: Analyze Structure, Language, and Theme: "The Sculptor" (returned with feedback; one per student; from Module 3, Unit 3, Lessons 5-6)
- Presentation checklist (one per student; from Module 3, Unit 3, Lessons 8-9, Work Time A)
- Curator's statement and label (student-generated; from Module 3, Unit 3, Lessons 8-9, Work Time B)
- Exhibit visual (student-generated; from Module 3, Unit 3, Lessons 8-9, 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
- One or more device for recording presentations
- End of Unit 3 Assessment: Presentation Rubric (for teacher reference) (see Assessment Overview and Resources)
- Entrance Ticket: Unit 3, Lessons 11-12 (one per student)
- End of Unit 3 Assessment: Present Museum Exhibit (one per student) (see Assessment Overview and Resources)
- Discussion Cards (one per group)
- Poster board (one per group)
- Art supplies (one set per group)
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)
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Work Time
Work Time | Levels of Support |
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A. End-of-Unit 3 Assessment: Present Museum Exhibit (45 minutes)
"I can present my curator's statement in a formal, focused, and clear way, emphasizing important points." "I can use appropriate eye contact, adequate volume, and clear pronunciation to present." "I can use visual displays in my presentation and exhibit to clarify and emphasize points."
"What value does the task of a presentation have for you beyond this class? Why?" (Responses will vary and may include: This task has a lot of value for me because I will continue to make presentations in most of my high school and college classes, and in my work life as well.) "What will help you succeed on this assessment?" (Responses will vary and may include: Improving my performance based on the feedback and revisions gained from the Tuning protocols will help me do well on this assessment. Taking a deep breath and calming myself down before I begin speaking will also help.) "How has your ability and competence grown with your effort?" (Responses will vary and may include: As I revised and responded to feedback, my curator's statement, label, and presentation improved. I worked really hard to make it better, and it shows.)
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For Lighter Support
For Heavier Support
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B. Shared Writing: Introduction to the Harlem Renaissance Museum - W.7.2 (25 minutes)
"What makes this introduction strong?" (It gives a clear overview of the Harlem Renaissance, without going into too much detail about any one aspect. It teaches you why we should care about the Harlem Renaissance.)
"How does Grimes create interest in the Harlem Renaissance in the first paragraph?" (Grimes uses enthusiastic language like "one of the most remarkable periods of artistic growth and exploration" to explain to readers why it was important. She also names some of the artists involved in the Harlem Renaissance and gives context about what they were doing.)
"How does Grimes summarize the period, people, writing, artwork, and purpose of the Harlem Renaissance?" (She summarizes this in a sentence or two. There's a sentence on the period, a few sentences on the people, a sentence on the publications, and a sentence on the types of art created. She also explains the purpose of these works, "reflecting racial pride" and "black life, as seen from a black perspective.")
"How does this sentence explain the historical context of the Harlem Renaissance?" (Grimes discusses the struggle with the "constrictions" of Jim Crow laws and the violence of the Ku Klux Klan. This means that black Americans had to migrate to Harlem to escape these injustices and "spread their cultural wings.")
"How does Grimes describe the impact of the Harlem Renaissance on her and others?" (She says that it reminds her "how vital it is that we define ourselves, set our own paths . . . and determine our own destiny." For her and others, the Harlem Renaissance is about "celebrating who you are and achieving your dreams.") "Why should we still study the Harlem Renaissance today?" (Lessons from the Harlem Renaissance still resonate today. There are important ideas about toughness, survival, and having a positive attitude that were just as important back then as they are today.)
"How does Grimes wrap up the entire introduction and leave you with inspiration from the Harlem Renaissance?" (She summarizes the context and legacy of the Harlem Renaissance, as well as the lasting themes and purpose of their writing and art. She recognizes their strength in the face of adversity.)
"What ideas do you have for making a visual display as opposed to a written paragraph?" (We could print photos and pictures or create our own artwork to show our thinking.) "Where can you look for inspiration for a visual display?" (Nikki Grimes' book has some great artwork inspiration.) "Would you prefer to write a paragraph or make a visual display? Decide as a group and create your poster."
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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. Independent Research Reading Share - RI.7.10 (15 minutes)
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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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