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

• As students enter class, hand each student a Card Swap card. If students enter class at different times, write the directions on the board. If students enter class at the same time, model the activity, explaining that students each meet with a partner. They take turns reading their words and definitions, and creating a sentence using the word. Next, they swap cards with their partner and find a new partner, repeating the process with their partner's word.

• Ask:

"What are some norms and habits of character we need to keep in mind as we do this activity?" (Staying on task, working quickly, being responsible, showing initiative, and collaborating.)

• As time allows, have students participate in several rounds of the Card Swap activity. As students participate in the activity, record impulsive, volley, adherent, redeemed, oblique, consolation, disconsolately, comrades, executed, blunderer, and relevant on the academic word wall and the domain-specific word wall with translations in home languages. Once students complete the activity, invite them to record the words in 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 

During the Opening activity, allow students extra think-time to plan their vocabulary sentences before sharing them with a partner. Some students may even want to write down the sentences to ensure they are correct.

To decrease the cognitive load of the Opening activity, allow students to act out or illustrate on boards their words rather than use them in sentences. Consider providing these options to the whole class to minimize the difference in these students' responses.

A. Read "The Boy and the Bayonet"- RL.7.3 (20 minutes)

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

"I can explain how the plot shapes the characters in 'The Boy and the Bayonet.'"

• Inform students that they will independently read "The Boy and the Bayonet," Part II. Invite students to retrieve their copies of "The Boy and the Bayonet" and Story Elements: "The Boy and the Bayonet," Part I note-catcher. Explain that before moving on to Part II, students will first review the work they did on Part I. Ask students to begin by completing a Turn and Talk to review the story elements (setting, characters, and plot) from Part I. For possible responses, see Story Elements: "The Boy and the Bayonet," Part I note-catcher (example for teacher reference). Ensure that students understand the basic setting, character, and main plot events. 

• Invite students to Think-Pair-Share about the different points of view about the chances of Bud's company "A" winning the drills expressed in Part I of the story. For possible responses, see Story Elements: "The Boy and the Bayonet," Part I note-catcher (example for teacher reference). Ensure students understand that Bud thinks hard work will win the competition; Hannah thinks they'll win, but hides that with comments about not being too confident; and "little sister" is very excited.

• Distribute Story Elements: "The Boy and the Bayonet," Part II note-catcher. Briefly, review the note-catcher, explaining what students will need to record in each section. Ask students to independently read the second part of "The Boy and the Bayonet," annotating and text coding, paying particular attention to how story elements interact. If needed, remind students that although they read Part II of the story for homework, it is important to read complex texts several times to comprehend and analyze them.

• Explain that once they have finished reading, students should answer the questions and fill in notes for the second part of the story, completing their Story Elements: "The Boy and the Bayonet," Part II note-catcher. As students read, circulate and support them as needed, ensuring they remain on task and are annotating and taking notes on the story elements.

• Once students have finished reading and filling out the note-catcher, use a total participation technique to review students' notes in the note-catcher. As necessary, record student responses on a displayed copy of the note-catcher for students who need more visual support. For possible responses, see StoryElements: "The Boy and the Bayonet," Part II note-catcher (example for teacher reference).

• Ask students to Think-Pair-Share:

"What habits of character did you see in this excerpt? Who demonstrated them? What did they look or sound like?" (Possible response: Bud shows courage as he participates in the competition. "Little sister" demonstrates empathy, compassion, and growth mindset as she weeps for the mistake her brother made, hugs him, and tells him she's prouder of him than if he'd won. Hannah shows empathy and compassion as she tries to cheer up Bud.)

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

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 second 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 second 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 II 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.

B. Analyze "The Boy and the Bayonet" - RL.7.6 (15 minutes)

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

"I can explain how the plot shapes the characters 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.'"

"I can explain how an author develops and contrasts the points of view of Bud, Hannah, and 'little sister' in 'The Boy and the Bayonet.'"

• Remind students that they have answered text-dependent questions about story elements and points of view in homework for Lessons 2-4. They will now answer similar questions about the second part of "The Boy and the Bayonet." Remind students to draw on their notes in Story Elements: "The Boy and the Bayonet," Part II note-catcher. Also, note that they will answer similar questions on their mid-unit assessment in the following lesson.

• Distribute the Answer Questions: "The Boy and the Bayonet," Part II and red and blue highlighters or colored pencils. Read aloud the directions and ensure students understand the task. As necessary, review the Strategies to Answer Selected Response Questions anchor chart. Ensure students understand how to use the colored pencils or highlighters on item 2. Ask students to work independently to answer the questions.

• Once students have finished responding to all the questions, ask students to share their responses with a partner to ensure engagement and comprehension. Use a total participation technique to review student responses.

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

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: The character Bud drops his bayonet during the competition.)

"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 failing is an important part of learning.)

"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 when Bud returns to school.)

• 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.

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