A. Engage the Learner - RL.7.7 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lesson 4.

• Once students have completed their entrance tickets, use a total participation technique to review their responses.

• 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

Challenge students to answer the questions independently without orally processing with a partner. Then allow students several minutes to share their responses with a partner before the whole class share. Allowing students to grapple will demonstrate how ready they are to respond to these types of questions on the assessment.

To help students gradually release to independence, there is no differentiated version of Entrance Ticket: Unit 1, Lesson 4. Challenge students to discuss their responses with a partner before writing. Oral rehearsal increases their confidence and achievement with speaking, listening, and writing skills.

A. Read and Analyze “I’m Just Wild about Harry” – RL.7.7 (20 minutes)

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

“I can determine the meaning of figurative language in ‘I’m Just Wild about Harry.’”

“I can compare the written version of ‘I’m Just Wild about Harry’ to its audio version, analyzing the effects of techniques in each medium.”

• Tell students they will be answering questions in a similar way to the previous two lessons but doing so independently. Inform students that first they will answer questions about the text itself. Next, they will listen to the song three times and answer questions each time as they did in previous lessons.

MEETING STUDENTS' NEEDS

In Work Time A, challenge students to work independently on the questions. Then allow several minutes for students to share with a partner before the whole class discussion. Doing so will ensure students have sufficient time and support to answer the questions.

• Ask students to retrieve their Excerpts from Shuffle Along. Distribute the Compare Text and Music: “I’m Just Wild about Harry.” Remind students that in the previous two lessons they read scenes and songs from Shuffle Along and answered questions about textual and musical techniques and effects. Review the questions and ensure that students understand their task. Release students to independently read the third excerpt of Shuffle Along and then answer the first two questions on the Compare Text and Music Questions: “I’m Just Wild about Harry.”

• Direct students to listen to the audio recording of “I’m Just Wild about Harry” from Shuffle Along. Follow the same routine as in the previous lesson of playing the song and pausing to give students time to answer each question in the Music section.

MEETING STUDENTS' NEEDS

Challenge students to students to work independently to answer the questions. Remind them of their strategies to answer selected response questions, directing them to the anchor chart as necessary: highlight key words in questions and possible responses, try answering questions before looking at the responses, cross out wrong responses, leave questions and come back to them, check the work. Also, remind students that they have answered similar questions throughout the unit in class and for homework. For the short response questions, they can use key words from the selected response questions when appropriate and try to recall the sentence frames they used throughout this unit. There isn't a differentiated material for this activity in order to help gradually release students to independence to prepare them for the assessment.

• Once students have completed the note-catcher, review their responses as a class. If many students struggled to find correct responses, model answering the questions, including clarifying what the question is asking, returning to the appropriate section of the text, and eliminating unlikely answers. See Compare Text and Music: “I’m Just Wild about Harry” (answers for teacher reference). As necessary, discuss as a class how the music and text compare and contrast by using the following questions:

“In what ways are the text and musical version different?” (The music is a duet—there are two singers instead of one. Also, the music rises high in volume and the notes, but there is no indication in the text to do so.)

“In what ways are they the same?” (Both the text and music show Jessie’s strong feelings for Harry.)

“Both the text and the music convey the same idea and feeling. What is that idea and feeling?” (Jessie loves Harry.)

“What techniques are used in the text to show that Jessie loves Harry?” (The text uses figurative language such as comparing Harry to “choc’late candy” and “honey from the bee.”)

“What techniques are used in the song to show that Jessie loves Harry?” (The singer raises her voice in volume and to high notes, showing her excitement or passion.)

• As necessary, explain to students that whether a note is high or low is called pitch. In this song, the singer often raises her voice to high pitches. Just as when people speak in high pitches, singing in high pitches conveys excitement. Display the Techniques anchor chart and add pitch under Musical Techniques. Consult the Techniques anchor chart (example for teacher reference) as necessary.

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

B. Build Background Knowledge: "Lift Every Voice and Sing" (10 minutes)

• Direct students to retrieve their Harlem Renaissance packets and ask them to find the article on James Weldon Johnson. Tell students that for their mid-unit assessment they will be reading a poem by Johnson titled "Lift Every Voice and Sing" as well as listening to a musical performance of the poem. Inform students that "Lift Every Voice and Sing" has been recorded by many singers throughout the twentieth century and holds an important place in the Harlem Renaissance and in African American history.

• Read the article aloud with the class, or ask for student volunteers to read the article.

MEETING STUDENTS' NEEDS

In Work Time B, students may need additional support when reading the article about James Weldon Johnson from the Harlem Renaissance packet. If so, pause after reading each paragraph and allow students to discuss the gist of the paragraph with a partner who needs heavier support. Breaking up the article and identifying the gist of smaller sections will help students solidify comprehension of the whole article.

• Use whole class participation techniques to guide discussion of the article, based on the following questions:

"How did Johnson's career embody the idea of collaboration? How is this collaboration similar to the collaboration of Sissle and Blake, the authors of Shuffle Along?" (He worked with his brother to write shows and songs, combining text and music just as in Shuffle Along.)

"What does the author of the article say about the importance of 'Lift Every Voice and Sing'?" (People call it the "black national anthem.")

• Direct student attention to the third paragraph and ask:

"What is the meaning of catalyst as it is used in the third paragraph? How does it help explain Johnson's influence?" (Catalyst means "beginning" or "cause." It helps explain that some people believed Johnson's book helped start the Harlem Renaissance.)

• Add the word catalyst to the academic word wall and invite students to record the word in their vocabulary logs.

"What was Johnson's view of the role of art and literature in the lives of African Americans?" (He believed that it could "improve the conditions of their daily lives" even though they lacked economic power.)

• Ask students to recall the article they read about Shuffle Along and the comment about how one writer called Shuffle Along the beginning of the Harlem Renaissance as well. Ask students to Think-Pair-Share:

"What role does collaboration play in the Harlem Renaissance? With all these artists influencing each other, what was the environment of the Harlem Renaissance like?" (It seems that many artists had an influence on each other and the movement as a whole. In these two articles, two different artists are said to have helped start the Harlem Renaissance, which shows there were probably a lot of causes and different influences among writers, artists, and musicians.)

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

MEETING STUDENTS' NEEDS

In Work Time B, students may need additional support when reading the article about James Weldon Johnson from the Harlem Renaissance packet. If so, pause after reading each paragraph and allow students to discuss the gist of the paragraph with a partner who needs lighter support. Then students can highlight key words and phrases and even draw illustrations in the margins as necessary. Breaking up the article and identifying key words and phrases will help students better comprehend the whole article.

A. Add to Museum Collection - RL.7.7 (10 minutes)

• Inform students that they will now add Shuffle Along to the classroom museum collection. As necessary, remind students that at the beginning of the module they set aside this space to collect all the works that they will study from the Harlem Renaissance. Instruct volunteers to place the CD of the play on the museum table, as well as any pictures they may have collected. Students can also be encouraged to bring in objects that will remind them of the musical, such as dance shoes or a musical instrument. As volunteers are placing Shuffle Along in the museum collection, another volunteer can create a placard for it on a note card with the title and authors.

• Explain to students that as they add more works to the museum collection, they will discuss how the works interact with each other either in terms of theme, language, or other elements. To begin this work ask students to Think-Pair-Share:

"How do writers and singers use different techniques to add to the meaning of their work? How did these artists help to set the stage for the Harlem Renaissance as a movement?" (The writers and musicians showed that by working together they could make their art more powerful and create a lot of enthusiasm. The artists collaborating on Shuffle Along helped to bring African American actors, musicians, and audiences to Broadway, and showed that it was possible for art by African Americans to achieve great popularity.)

• To include the idea of "collaboration" in the collection, ask a volunteer to write it on a note card and place it in the museum collection, near Shuffle Along. Inform students that they will continue looking at collaborations among different kinds of artists as well as cases where works of art influenced each other.

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