A. Engage the Learner - SL.7.1 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 12.

MEETING STUDENTS' NEEDS

In addition to the preparation on Entrance Ticket: Unit 1, Lesson 12, encourage students to review their Analyze Poetry note-catchers from Lessons 7-11, highlighting information they would like to include in their discussion. This extra preparation will give students confidence with content and language structures they can use in the discussion.

• Once students have completed their entrance tickets, use a total participation technique to review their responses to the first two questions. Inform students that the second two questions will be helpful during their discussion if they need a question to move the conversation forward.

• 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

To enable students to better respond to Entrance Ticket: Unit 1, Lesson 12, encourage them to discuss their strengths and goals for the discussion with a home-language or similar-level partner. Homogeneous partners increase student comfort and confidence while ensuring comprehension or uncovering comprehension issues.

A. Collaborative Discussion: Structure, Language, and Theme in Poetry and Art - SL.7.1 (25 minutes)

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

"I can explain how poets use structure and language to develop themes over the course of poems."

"I can engage effectively in collaborative discussions, building on others' ideas and expressing my own clearly."

• Direct students to form the predetermined groups and organize themselves into either the fishbowl or small group discussion format. Display and distribute the Collaborative Discussion: Analyze Structure, Language, and Theme in Poetry and Art handout. Review the directions as necessary, especially the discussion prompt:

  • "How do the poems 'The Negro Speaks of Rivers' and 'I Shall Return' develop similar themes? How are these themes related to the artworks Ethiopia Awakening and African Phantasy: Awakening"?

• Remind students to show respect, empathy, and compassion as they follow the classroom rules for collegial discussion. They will also take the initiative as they participate in a discussion. Refer to the Work to Become Ethical People and Work to Become Effective Learners anchor charts as necessary to review respect, empathy, compassion, and taking the initiative.

MEETING STUDENTS' NEEDS

Before the discussion in Work Time A, post the discussion prompt from the lesson and allow students several minutes to work with a partner, practicing responses. Remind students to draw on the content and language structures from their Analyze Poetry note-catchers ▲ from Lessons 7–11 for evidence in their responses. This rehearsal will give students confidence with content and language structures they can use in the discussion.

• Display the following during the discussion:

  • Meta Warrick Fuller's Ethiopia Awakening (http://eled.org/0264)

  • An online image of Winold Reiss' African Phantasy: Awakening (http://eled.org/0206)

• Remind students to use the following materials during their discussion:

  • Entrance Ticket: Unit 1, Lesson 12

  • "I Shall Return" handout

  • Analyze Poetry: "I Shall Return" note-catcher

  • "The Negro Speaks of Rivers" in One Last Word, page 65

  • Analyze Poetry note-catcher

  • Discussion Norms anchor chart, especially the Level 4 Conversation Cues

  • Quote Accurately from the Text handout

• Invite students to begin the discussion. Circulate to make informal assessments on the Collaborative Discussion checklist if desired and to prompt students with the questions they created on Entrance Ticket: Unit 1, Lesson 12.

MEETING STUDENTS' NEEDS

Before the discussion in Work Time A, post the prompt from the lesson and the following sentence frames, encouraging students to work in pairs to complete the frames in writing and then practice them orally. Remind students to draw on the content and language structures from their Analyze Poetry note-catchers ▲ from Lessons 7–11 to complete these sentence frames.

The poems both develop a theme of . . .

“The Negro Speaks of Rivers” / “I Shall Return” develops this theme by . . .

One example of this structure/figurative language is . . .

This example develops the theme by . . .

The themes from the poems are related to the themes in the artwork because . . .

The artwork develops this theme by . . .

This written and oral rehearsal will give students more confidence with content and language structures they can use in the discussion.

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

A. Independent Research Reading Share - RI.7.10 (15 minutes)

• Repeated routine: Follow the same routine as with the previous lessons to guide students to share their independent research reading, reminding students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity.

MEETING STUDENTS' NEEDS

After the independent research reading share, allocate time for debriefing. Invite students to discuss with partners the value of independent research reading and set goals for the future. Reflection and goal-setting will increase student-engagement and appreciation of independent research reading.

• Refer to the Independent Reading Sample Plans to guide students through a research reading share or use your own routine.

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

MEETING STUDENTS' NEEDS

Before students share their independent research reading, remind them that the purpose of this on-level reading is to increase their knowledge of and engagement with the topic of the Harlem Renaissance. Explain that reading many texts at their level about one topic increases their reading, vocabulary, and analysis skills. Also, reviewing their book choice will ensure that students are engaged with their book and give them an opportunity to find a different one if they are no longer interested in their choice.