Alignment to Assessment Standards and Purpose of Lesson

• SL.7.4 – Opening A: On an entrance ticket, students QuickWrite about which descriptions, facts, details, and examples they are most excited to share about the Harlem Renaissance in the museum they are creating.
• SL.7.4– Work Time A: Students finish drafting their museum labels, choosing pertinent details, descriptions, and examples to explain how each work chosen demonstrates the theme of the exhibit.
• SL.7.5 – Work Time B: Students work together as a class to set up their museum for visitors, creating multimedia components and visual displays to clarify and emphasize points about the Harlem Renaissance.
• SL.7.4 – Closing and Assessment A: With their peers, students practice the conversations they will be having with museumgoers, focusing on using appropriate eye contact, adequate volume, and clear pronunciation as well as formal English.
• SL.7.4 – Closing and Assessment B: Students present their Harlem Renaissance exhibits to their guests.
• SL.7.6 – Closing and Assessment B: Students use formal English while presenting their museum exhibits. 
• In this lesson, students focus on contributing to a better world by presenting their knowledge of the Harlem Renaissance in an exhibit that will be shared with a wider audience. Students also work on being effective learners because learning new techniques for writing and giving good presentations can be difficult. Students will need to practice perseverance and collaboration to succeed in these tasks.
• Creating an exhibition gives students the opportunity to practice perseverance and collaboration skills that they can apply to many other tasks in and out of school. Using technology and precision may be challenging for students, but they will grow and produce a product of which they can be proud.
• The Think-Pair-Share and Peer Critique protocols are used in this lesson. Protocols are an important feature of our curriculum because they are one of the best ways to engage students in discussion, inquiry, critical thinking, and sophisticated communication. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning.
• Museums are wonderful ways to involve students in their learning. There are ways to make them even more engaging, authentic, and effective. Consider the following:
• Create a museum space that feels different from the classroom environment. To do so, add some professional touches. Change the lighting, create a ticket booth, provide souvenirs, and create a café.
• Invite students to create professional museum signage. Provide materials so that they may add touches of professionalism to their work and take more pride in their work.
• Emphasize the structural and design elements of the museum. Create an experience for the students and the audience that captures the essence of a museum experience as closely as possible. For example, use curtains, tablecloths, music, and spotlights. These touches will make the experience memorable and powerful.

Opportunities to Extend Learning

• Release more responsibility more quickly to students as they comprehend the tasks or concepts. For example:
• Invite students to create a scavenger hunt of the exhibit to invite further conversation. Each scavenger hunt task should require a conversation with the student experts at the exhibits to unveil the answers.
• Encourage those students who are enthusiastic about the project to create maps or guides for all the exhibits, to serve as “pamphlets” to hand to museum visitors.
• Allow students who show greater facility writing the museum labels to coach their classmates who could use support.
• Invite students to add matting to their labels and curator’s statements. Encourage students to consider the layout and design of their exhibit. Ask students to study and be inspired by professional museum curator designs, so that the museum looks as professional as possible.
• Allow students to photograph collections to make an online "catalog" of the exhibition, to remember the event and give access to parents or others who cannot visit the collections.

How It Builds on Previous Work

• Throughout this unit, students have planned their exhibits and written their curator’s statements and labels, as well as practiced their presentations of them in preparation for the performance task.

Support All Students

• Continue to monitor students to determine if issues surface from the content of the works they’ve studied that need to be discussed as a whole group, in smaller groups, or individually.
• If students need more time to complete their labels, set up a working station with devices that students can visit when they have finished other class work. ▲
• Students may need additional support in completing their labels. Work in small groups with these students, or allocate a student expert to support students with this work. ▲

Assessment Guidance

• Review student work during and after the lesson either to provide specific feedback and suggestions or to identify common issues that could be used as whole group teaching points.

Down the Road

• In the next lesson, students will launch the fourth module, on plastic pollution.