A. Engage the Learner (5 minutes)

• Return students' Module 2 End of Unit 3 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 1, Lessons 5-6. Students may choose to share their goals for this assessment with a partner or the class.

• 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.

A. Mid-Unit 1 Assessment: Compare and Contrast Versions of "Lift Every Voice and Sing" (30 minutes)

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

"I can determine the meaning of figurative language in 'Lift Every Voice and Sing.'"

"I can compare and contrast the written version of 'Lift Every Voice and Sing' to its audio version, analyzing the effects of techniques in each medium."

"I can identify themes in "'Lift Every Voice and Sing.'"

• Distribute Mid-Unit 1 Assessment: Compare and Contrast Versions of "Lift Every Voice and Sing." Tell students that for this assessment, they will read the poem "Lift Every Voice and Sing" and analyze its figurative language by answering selected response questions. Next, they will listen to an audio recording of "Lift Every Voice and Sing" and compare and contrast the effects of the singing techniques and the written poem.

MEETING STUDENTS' NEEDS

Before the mid-unit assessment in Work Time A, challenge students to underline key vocabulary in the assessment directions and writing prompt as the class reads them aloud. Also, invite students who need lighter support to restate or clarify information for students who need heavier support. These supports ensure that students understand each task included in the assessment.

• Read the directions for each part of the assessment aloud as students to follow along. Answer clarifying questions.

• Before students begin the assessment, ask them to Think-Pair-Share:

"What value does the task of a reading assessment have for you beyond this class? Why?" (Responses will vary. Possible response: This task has a lot of value for me because I will have to take reading assessments and analyze poetry in most of my high school and college classes.)

"What will help you succeed on this assessment?" (Responses will vary. Possible response: Using my strategies to answer selected response questions and writing a paragraph with a topic sentence, at least two pieces of evidence, and a concluding statement will help me succeed with this task.)

• Direct students' attention to the following materials:

  • Academic and domain-specific word walls

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

  • Vocabulary log

  • Print or online dictionaries

• Remind students to refer to these materials as they read the assessment text and answer the assessment questions.

MEETING STUDENTS' NEEDS

In Work Time A, read the directions for the assessment slowly, twice, and also post them. This ensures that ELLs who may not be able to easily follow the language of the directions have multiple opportunities to access them.

Display a "map" of the assessment to reference while explaining directions to the mid-unit assessment. This will reduce ambiguity and give students a clearer picture of what they can expect so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the map as needed. Example:

Part I:

1. Read the poem several times. Whisper read it aloud as well.

2. Read each question and each possible answer.

3. Cross out incorrect answers.

4. Select the best answer to the question.

5. Repeat steps 2-4 for each question in Part I.

Part II:

6. Listen to the song once. Then read the questions so you know what to listen for the next time.

7. Listen to the song again and answer the questions as you did above: read each answer, cross out incorrect answers, select the best answer.

8. Make notes or highlight questions you want to check as you listen to the song again.

9. Read the prompt for question 3.

10. Write a paragraph with

a. a topic sentence that restates and answers the prompt.

b. two pieces of evidence (quotes or examples) from the text.

c. sentences that explain how the evidence supports your answer.

d. a concluding sentence that restates and answers the prompt.

To help students manage their time during the mid-unit assessment, display on the board or on a poster suggested times at which students move on to the next question. Allocate the most time to Part II item 3, the constructed response.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart and review perseverance, taking initiative, and taking responsibility. Remind students that because they will be reading and answering questions independently for the assessment, they will need to practice these habits.

• Invite students to begin the assessment.

• While they are taking the assessment, circulate to monitor and document their test-taking skills.

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

B. Track Progress (10 minutes)

• Give students specific, positive feedback on their completion of the Mid-Unit 1 Assessment.

• Distribute the Track Progress folders, Track Progress: Read, Understand, and Explain New Text, and several blank sticky notes to each student.

• Focus students on the Work to Become Effective Learners anchor chart. Remind students that they will take responsibility for their own learning as they track their progress.

• Tell students the sticky notes are for them to find evidence in assessing the following criteria:

  • RL.7.1

  • RL.7.4, L.7.4

• Guide students through completing the recording form.

• Incorporate reflection on and awareness of the following academic mindsets: "I can succeed at this" and "My ability and competence grow with my effort."

• Ask students to Think-Pair-Share:

"What helped you to be successful at that task? How much effort did you put in on this task? How did your effort affect your learning?" (Possible responses: I was successful at that task because I focused and worked hard. I also understood what I was doing and what was being asked of me, which helped me succeed as well.)

C. Language Dive: "Lift Every Voice and Sing," Lines 20-22 - RL.7.4 (10 minutes)

• Repeated routine: Follow the same routine as with the previous lessons to facilitate a Language Dive with the following lines from the poem:

"Out from the gloomy past,

Till now we stand at last,

Where the white gleam of our bright star is cast."

MEETING STUDENTS' NEEDS

During the Language Dive of Work Time C, students analyze the use of figurative language. Invite ELLs to remind their classmates who need heavier support what figurative language is and how to interpret it. (Figurative language has another meaning besides what the words mean literally or in the dictionary. To interpret it, describe the concrete or familiar object to better understand what the writer is saying about the abstract or unfamiliar object.) Encourage students to identify other examples of figurative language in "Lift Every Voice and Sing" and work in pairs to interpret these examples. They can share their ideas with classmates who need heavier support. Additional practice in identifying, interpreting, and explaining figurative language will improve students' analysis, speaking, and listening skills.

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: "Lift Every Voice and Sing," Lines 20-22 (for teacher reference)

  • Language Dive: "Lift Every Voice and Sing," Lines 20-22 Sentence Chunk Chart (for teacher reference)

  • Language Dive: "Lift Every Voice and Sing," Lines 20-22 sentence chunk strips

  • Language Dive: "Lift Every Voice and Sing," Lines 20-22 note-catcher (example for teacher reference)

  • Language Dive: "Lift Every Voice and Sing," Lines 20-22 note-catcher

MEETING STUDENTS' NEEDS

During the Language Dive of Work Time C, some students may need additional support as they complete the sentence frame in the Practice section (I stand where _____). Ask students to work together to generate a list of common objects that are happy or hopeful (sun, laughter, smiles, blue sky, warm rain, growing trees, etc.). As necessary, model using a student-generated idea to complete the sentence frame: "I stand where trees grow tall and strong."

A. Compare Lift Every Voice and Sing Statue to Poem – RL.7.2 (20 minutes)

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

“I can identify themes in ‘Lift Every Voice and Sing.’”

• Display the Harlem Renaissance Themes anchor chart. Inform students that they will look at a piece of art and analyze it for technique and theme.

• Display the image of The Harp sculpture, otherwise known as Lift Every Voice and Sing. Invite students to Think-Pair-Share:

“Describe the sculpture. What do you see? What is happening? How is each piece related to the other piece?” (People are standing close together, singing. A large hand is supporting all the people. A man is crouching in the front, holding something. It looks like he is offering it to someone.) Note that the crouching man is holding a sheet with musical notes on it.

“What do you wonder about this artwork?” (I wonder why the man is crouching. I wonder what he is holding and why he is holding it out.) If students need more support in describing the sculpture, ask:

“How are the people arranged?” (All of the people are standing and singing, except for one.) ▲

“What do you notice that is different about one of the people from the others?” (One of the people is kneeling.) ▲

“What is holding up the base of the harp?” (A hand.) ▲

• Record student responses in the first column of the Harlem Renaissance Themes anchor chart. Explain that the sculpture is called The Harp or Lift Every Voice and Sing. Ask students to Think-Pair-Share:

“How does the name of the sculpture help you figure out what it is about?” (The people look like a harp, singing together. Perhaps the crouching man is offering the music to the audience, like the singers are.) If necessary, sketch or display an image of a harp to support students who don’t have this background knowledge. ▲

“What theme does the sculpture convey?” (The sculpture shows that people work together to make something beautiful, just like the strings on the harp work together to create beautiful music.)

• If students need support identifying a theme, ask:

“What is the sculpture saying about collaboration and art (music)?” (When people collaborate, they can make beautiful art.) ▲

• Record student responses in the second and third columns of the Harlem Renaissance Themes anchor chart. Ask students to Think-Pair-Share:

“How does the crouching man add to or change the theme?” (The crouching man seems to show that the people are offering the music to someone. So the theme might be that people work together to create something beautiful for others.)

• If necessary, remind or explain to students that the crouching man is holding a sheet with musical notes on it.

• Record student responses in the fourth column of the Harlem Renaissance Themes anchor chart. Ask students to Think-Pair-Share:

“How does the large hand add to or change the theme?” (The large hand might represent a deity or a powerful helper. So the theme might change to people are supported by a powerful helper and work together to make art for others.)

• Record student responses in the fourth column of the Harlem Renaissance Themes anchor chart.

• Display the Techniques anchor chart and ask students to Turn and Talk to grapple with techniques of art they saw in The Harp statue. Explain the following terms and record them on the anchor chart: position of figures (where the figures are in relation to each other), movement of figures (how the figures seem to be moving), use of light (the light and dark parts of the work), or symbolism (the use of an object to represent an idea). Refer to Techniques anchor chart (example for teacher reference) as needed.

• Ask students to work in pairs or small groups to complete rows of the Harlem Renaissance Themes note-catcher for the poem and song versions of “Lift Every Voice and Sing.” Display the poem, and play the song several times.

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

B. Launch Independent Research Reading - RI.7.10 (15 minutes)

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

"I can select a research reading text that I want to read."

• Launch independent reading for this module. There is a suggested independent reading launch in Independent Reading Sample Plans. Remind students that they were introduced to Independent Research Reading in Module 1.

• At the end of 5 minutes, distribute students' independent reading journals.

• Remind students they will use this journal to log their independent reading, both choice and research reading, and to answer reading prompts.

• Display the independent reading pages of the Unit 1 Homework Resources (for families) and focus students on the information they need to record using the example on the same page.

• As necessary, model how to log independent reading without the prompt. Remind students that they will log their research reading in the front of the book and choice reading in the back. Ensure that students understand the difference between independent research reading (topical texts) and choice reading (any texts they want to read).

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

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