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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 4.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Add any words students shared to the academic and domain-specific word walls with translations in home languages where appropriate, and invite students to add the word to their vocabulary logs.

• 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 

Encourage students to extend their vocabulary learning by using the words in sentences and then sharing their words and sentences with a partner. Doing so will not only ensure that students have another chance to reinforce the vocabulary they identified while reading but also to learn new vocabulary from their peers.

A. Close Read: “The Boy and the Bayonet” – RL.7.3, RL.7.6 (35 minutes)

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

“I can explain how the setting shapes the characters and plot in ‘The Boy and the Bayonet.’”

“I can identify the points of view of Bud, Hannah, and ‘little sister’ in ‘The Boy and the Bayonet.’”

• Focus students on the Close Readers Do These Things anchor chart and remind them that digging into the text deeper can help them understand it better, so they are going to dig deeper into an excerpt of the text through close reading.

• Move students into predetermined triads.

• Direct students’ attention to the Work to Become Effective Learners anchor chart and review what collaboration looks and sounds like.

• Use Close Reading Guide: “The Boy and the Bayonet” to set the purpose of the close read and to guide students through a close read of this excerpt. Refer to the guide for how to integrate the following:

  • “The Boy and the Bayonet” by Paul Laurence Dunbar

  • Story Elements: “The Boy and the Bayonet,” Part I note-catcher

  • Story Elements: “The Boy and the Bayonet,” Part I note-catcher ▲ as necessary. The differentiated note-catcher supports students’ writing and comprehension with sentence frames. ▲

• Refer to Story Elements: “The Boy and the Bayonet,” Part I note-catcher (example for teacher reference) as necessary.

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

• Ask:

“What habits of character did you see in this excerpt? Who demonstrated them? What did they look/sound like?” (Possible response: Bud shows courage as he participates in the competition. “Little sister” and Hannah demonstrate empathy and compassion as they encourage and cheer on Bud.)

MEETING STUDENTS' NEEDS 

In Work Time A, if time allows, encourage students to work in small groups to create a comic strip or graphic panel version of the first part of the story. Challenge students to include dialogue and descriptions in the panels. If necessary, display a graphic novel panel for students to understand the form. Illustrating the scenes of the story will reinforce their comprehension of the characters, setting, and plot events.

In Work Time A, if time allows, encourage students to work in small groups to create a comic strip or graphic panel version of the first part of the story. If necessary, display a graphic novel panel for students to understand the form. Illustrating the scenes of the story will engage students and increase their comprehension of the characters, setting, and plot events.

Also in Work Time A, encourage students to use the Story Elements: “The Boy and the Bayonet,” Part I note-catcher ▲. This resource includes sentence frames that support students in comprehension and writing about the interactions of story elements and how the author develops points of view.

A. Explore Themes: "The Boy and the Bayonet" - RL.7.2 (5 minutes)

• Display and draw students' attention to the Harlem Renaissance Themes anchor chart. Ask students to Think-Pair-Share about a theme they see emerging in this section of text:

"What do you think the text is mostly about at this point?" (Possible response: Bud seems to be preparing for a big day, which he has been working hard at for some time.)

"What theme could be emerging or beginning to develop at this point in the text?" (Possible response: A possible theme of the text is that hard work will pay off.) 

"What questions do you have about what is happening and what is to come in the text?" (Possible response: I am curious to see what will happen at the "drills" and what exactly they are.)

• Add student responses for possible themes to the anchor chart. Tell students that they will revisit these emerging themes once they are done reading the story to see if they would like to classify them as themes of the story and to see what evidence there is to support these themes. Refer to the Harlem Renaissance Themes anchor chart (example for teacher reference) as needed.

• 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 

Allow students extra think-time to identify a theme in the story. As necessary, prompt with questions such as

What does the story tell us about hard work?

Provide students with a sentence frame to share their thoughts about theme, so that they have the language structures for comprehension and to participate fully in the discussion:

The author's message is that hard work ____.