A. Engage the Learner - L.7.4 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 1.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 1, Lesson 1 (answers for teacher reference) as needed.

MEETING STUDENTS' NEEDS

If feasible, host individual reading check-ins with ELLs before they begin Module 3 reading. During these meetings, work with students to identify their reading strengths, as well as pinpoint areas of possible growth. Help students develop action plans for working toward their goals. Plan to meet with students again at the beginning of the next module to track their progress and adjust goals as needed. This process supports a growth mindset for developing readers and facilitates opportunities for students to take charge of their own learning.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

MEETING STUDENTS' NEEDS

If feasible, host individual reading check-ins with ELLs before they begin Module 3 reading. Before these meetings, create a list of clear and specific statements that students can use to help them pinpoint their strengths and areas of growth. Students can use a 1–5 scale to express the extent to which they believe the statements apply to them. These statements might include the following:

I can read quickly in English and still understand what I read.

I enjoy reading in English.

I enjoy reading in other languages.

I understand most words I read in class.

I know how to determine the meaning of words I don’t know.

I feel comfortable using a dictionary.

I can usually determine the central idea of what I read.

A. Infer the Topic – RL.7.1, RI.7.1 (15 minutes)

• Review appropriate learning target relevant to the work to be completed in this section of the lesson:

“I can infer the topic of this module from the resources.”

• Focus students on the Infer the Topic resources posted around the room.

• Distribute the Infer the Topic: I Notice/I Wonder note-catchers. Focus students on the question at the top and read it aloud:

"What do you think you will be learning about in this module?"

• Tell students that the purpose of the note-catcher is to take notes to help them remember their thinking. It isn't something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences.

MEETING STUDENTS' NEEDS

Before releasing students to infer the topic in Work Time A, do a think-aloud and infer a few—but not all—aspects of the topic from the anchor text cover picture to model the inferring activity for students and get them started. Modeling supports ELLs by giving them a preview of the kind of language they will need to use to complete the activity independently or with a partner. For example:

“I notice several people of color. I wonder if the Harlem Renaissance has to do with people of color. I notice there are lots of buildings as if it’s a city. I wonder if the Harlem Renaissance has to do with a city.”

In Work Time A and B, students will use the language chunk “I wonder . . .” To deepen students’ understanding of language structures, explain that this chunk begins a statement that is really asking a question. Give a few examples of “I wonder” statements and invite volunteers to do so as well, recording the statements on the board (e.g., “I wonder what this is a picture of. I wonder who this person is. I wonder where they are”). Note how a question word often follows the “I wonder . . .” chunk but then a noun or pronoun follows the question word, then a verb. Leave the example statements on the board for students to consult as they make their own “I wonder” statements throughout the work time.

• Be transparent about why students are noticing and wondering (because it is a helpful way to understand and explore a new topic or text).

• Remind students that they used the Infer the Topic protocol in previous modules, and review as necessary using the Directions for Infer the Topic. (Refer to the Classroom Protocols document located on the Tools Page for the full version of the protocol.)

• Guide students through the protocol. Allow them to choose what resources to observe, so those who may not be able to read independently have the option to view an image. Mixed-proficiency pairs can choose the resources they want to observe and begin by discussing what the text means. Encourage students to agree or disagree with one another about what the text means using sentence frames. Examples: “I agree because _____.” “I disagree because _____.” ▲

MEETING STUDENTS' NEEDS

During Work Time A, invite students to use the Infer the Topic: I Notice/I Wonder note-catcher ▲. This resource features more specific questions and sentence starters which hone student attention and reduce cognitive overload.

In Work Time A, pair newcomers with other students who speak their native language, and allow them to infer the topic in their native language. This practice supports ELLs by giving an opportunity to express ideas more fluently, quickly, and deeply than they may be able to in English, and also affirms the classes’ respect for their native language. Encouraging pairs to work in their native language to report out in English also helps to foster bilingualism.

• Refocus whole group. Think-Pair-Share:

“Now that you have looked at some resources, what do you think this module might be about?” (Responses will vary, but could include: black history.)

“Can you say more about that? I’ll give you some time to think and write or sketch.” (Responses will vary.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

B. Introduce the Performance Task and the Module Guiding Questions – SL.7.1 (10 minutes)

• Direct students' attention to the Performance Task anchor chart, and read the task aloud.

• As students may be overwhelmed by the Performance Task anchor chart, assure them that they will continue to explore the meaning of the chart in subsequent lessons and units.

• Turn and Talk:

“What do you notice?” (We will create a museum about the Harlem Renaissance.)

“What do you wonder?” (Responses will vary, but may include: Why is the Harlem Renaissance important?)

“Now that you have analyzed the performance task, has your inference of what this module might be about changed? How?” (Responses will vary.)

• Clarify anything pertinent to this specific performance task. Consider displaying a model performance task from a former student. Ask students to make connections between the model and the performance task.

MEETING STUDENTS' NEEDS

In Work Time A and B, students will use the language chunk "I wonder . . ." To deepen students' understanding of language structures, explain that this chunk begins a statement that is really asking a question. Give a few examples of "I wonder" statements and invite volunteers to do so as well, recording the statements on the board (e.g., "I wonder what this is a picture of. I wonder who this person is. I wonder where they are"). Note how a question word often follows the "I wonder . . ." chunk but then a noun or pronoun follows the question word, then a verb. Leave the example statements on the board for students to consult as they make their own "I wonder" statements throughout the work time.

• Direct students' attention to the Module Guiding Questions anchor chart, and read the questions aloud.

• Turn and Talk:

“Why do we have guiding questions for each module?” (Responses will vary, but may include: to help focus our learning, to help us think about the performance task.)

• Underline the word collaboration.

• Think-Pair-Share:

“What does this mean? What strategy can you use to find out?” (a cooperative effort by which people or organizations work together to accomplish a common project or mission)

• Repeat with the words contributing (giving for a purpose) and legacies (items passed down from ancestors or someone who came before).

• Add the new words to the academic word wall, including translations in home languages, and invite students to add the words to their vocabulary logs.

• Tell students that these are the questions that will guide their thinking and learning throughout the module. Turn and Talk:

“What do you notice about these questions?” (Responses will vary, but may include: Collaboration and historical factors impacted the Harlem Renaissance.)

“What do you wonder about these questions?” (Responses will vary, but may include: What was occurring at the time to create a renaissance?)

“Now that you have analyzed the guiding questions and performance task, has your inference of what this module might be about changed?” (Responses will vary.)

“How is what _____ said the same as/different from what _____ said? I’ll give you time to think and write.” (Responses will vary.)

• Clarify that this module will be about the Harlem Renaissance, which occurred in Harlem, New York, between 1918 and the mid to late 1930s. Provide students with the definition of the Harlem Renaissance:

“Between 1918 and the mid to late 1930s, an explosion of African American music, art, and literature occurred in Harlem.”

• Add Harlem Renaissance to the domain-specific word wall with translations in home languages where appropriate, and invite students to add the phrase to their vocabulary logs.

• Think-Pair-Share:

“What does this topic mean to you at this point? Why might it be meaningful to study this topic?” (Responses will vary, but may include: This topic has to do with the explosion of African American music, art, and literature in Harlem between 1918 and the mid to late 1930s. It might be meaningful to study because there are lessons we can learn from history that are still relevant today.)

“From what you know so far, what are you looking forward to about this topic?” (Responses will vary, but may include: I am excited to look at the art and listen to the music from that time.)

• Acknowledge that some students may already know something about this topic. Explain that for homework, they will reflect on the guiding questions and how they feel about them based on their own experiences, and that this will be discussed more at the beginning of the next lesson. And note that some students may know nothing about the topic—it will be fun to dig in together!

A. Introduce the Anchor Text: One Last Word – RI.7.1 (15 minutes)

• Distribute Nikki Grimes’ book, One Last Word: Wisdom from the Harlem Renaissance and ask students to form triads and explore the book together by flipping through and noting the sections, the images, and perhaps how the Grimes poems are related to the other poems.

• After several minutes, ask volunteers to share what they noticed. Ensure that students notice that the book is a collection of poems from the Harlem Renaissance that inspired Grimes to write new poems and inspired artists to create art. If necessary, call attention to the biographies of the poets and artists and the introduction.

• Ask students to turn to the introduction, titled “The Harlem Renaissance,” on pages 2–4. As students follow along, read aloud the first two paragraphs on page 2, then ask students to Think-Triad-Share:

“When did the Harlem Renaissance occur?” (Between 1918 and the mid to late 1930s.)

“Why did the Harlem Renaissance occur?” (During the Great Migration, millions of African Americans left the South in search of a better life. Many of them settled in Harlem where they could be free and express themselves.)

“Who were some important artists and writers during the Harlem Renaissance?” (James Weldon Johnson, Josephine Baker, Aaron Douglas, Arna Bontemps, Countee Cullen, Zora Neale Hurston, Georgia Douglas Johnson, Jean Toomer, Langston Hughes, Gwendolyn Bennett, Clara Ann Thompson, Anna Spencer, W.E.B. Du Bois, and Jesse Redmon Fauset.)

• Direct students’ attention to the Module Guiding Questions anchor chart. Inform students that the first few paragraphs have already touched on some of the answers to the guiding questions, and the next few paragraphs will continue to do so. Encourage students to follow along and consider the guiding questions as the rest of the introduction is read aloud. Ask students to Think-Triad-Share:

“How can collaboration influence an artistic renaissance?” (W.E.B. Du Bois and Jessie Redmon Fauset worked together on Fire!!; Opportunity: A Journal of Negro Life and Crisis. Artists and writers gathered together in Harlem to create.)

• If students need support answering this question, ask:

“Who worked together during the Harlem Renaissance? How did their collaboration help them and other artists?” ▲

“What are some of the historical factors surrounding and contributing to the Harlem Renaissance?” (Slavery, Jim Crow laws in the South, violence from the Ku Klux Klan, lynchings, and the Great Migration.)

• If students need support answering this question, ask:

“What important historical events were happening before and during the Harlem Renaissance? How were African Americans treated before and during the Harlem Renaissance?” ▲

• Remind students to practice empathy, compassion, and respect with their classmates as they reflect on and share about these difficult topics. Sharing should be voluntary and supportive.

“What are some of the lasting legacies of the Harlem Renaissance?” (“Lift Every Voice and Sing” is still sung today. The themes of the Harlem Renaissance—that we define ourselves, set our own paths, celebrate our capabilities, and determine our own destiny, no matter what obstacles are placed in our way—are still important today. Having the character traits of toughness, survival, and a positive attitude continue to matter.)

• If students need support answering this question, ask:

“What Harlem Renaissance works are still remembered and celebrated today? What Harlem Renaissance themes are still important today?” ▲

• Invite students to notice the Harlem Renaissance Museum Collection area in the classroom. Tell students that over the course of the module, important images and texts from the Harlem Renaissance will be added to the museum collection. From it students will draw pieces for their performance task exhibits and other museum exhibits they will practice creating over the course of the module.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.