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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lessons 13-14.

• 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. 

A. Write Exhibit Labels - SL.7.4 (20 minutes)

• Focus students on the Performance Task anchor chart, and remind them of the criteria for an effective label. Remind students that in this lesson, they will finish writing the labels for the pieces they selected for their exhibits and set up their exhibits and the museum overall to prepare for visitors.

• Display and ask students to retrieve their copies of the Model Curator's Statement and Label. Reread the model label, or ask for a student volunteer to read the label they've already written about one of their pieces.

• Ask for student volunteers to share what they will keep in mind as they draft their remaining labels. ("We want to connect the works to the larger theme we've identified, as well as giving specific information about the piece. We want to engage the reader and create enthusiasm by using an appreciative and enthusiastic tone.")

• Invite students to work independently on drafting their labels, focusing on the criteria they've identified. Encourage those students who finish drafting early to share their labels and provide feedback to each other. Invite students to type, print, and matte their labels or handwrite them in their best handwriting.

MEETING STUDENTS' NEEDS 

In Work Times A and B, foster a workshop atmosphere by allowing for flexible groupings, support, and time on tasks. Then use this flexibility to create strategic groupings for one or more of the activities as needed as well as to provide individual support and extra time for students to complete the tasks. For example:

Some students may need the support of orally rehearsing their ideas with a partner before writing their labels.

Some students may not need as much time as is allotted for writing their labels and can use the extra time for revising with a peer.

Some students may quickly finish their writing and revision in Work Time A and be ready to assist other students with their writing and revisions. Mentoring others solidifies their understanding of vocabulary and language structures and gives them additional opportunities to practice their speaking skills.

In Work Times A and B, foster a workshop atmosphere by allowing for flexible groupings, support, and time on tasks. Then use this flexibility to create strategic groupings for one or more of the activities as needed as well as to provide individual support and extra time for students to complete the tasks. For example:

Some students may need to work in pairs to small groups to write their labels. These groups can be homogeneous by language or content proficiency.

Some students may need the support of orally rehearsing their ideas with a partner in English or in their home language before writing their labels.

Some students may need teacher and peer support to identify sentences from the Model Curator's Statement and Label that they can adapt and use in their own writing.

B. Set Up Museum - SL.7.5 (20 minutes)

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

"I can use visual displays to clarify and emphasize points in my museum exhibit."

• Work with students to set the room up as a museum. Use posterboards, corkboards, or other material to display student work. Ask students:

"How can we make this museum look and feel like a professional museum?" (We can change the layout of the room, cover the tables with fabric or paper, change the lighting, set up a snack bar and gift shop, and remove the chairs. We could also display the museum in the school's library or multipurpose room, or maybe even a location in the community.)

• Record the suggestions on chart paper to create a job list with a particular number of slots per job. Several students can take on the job of introducing the museum to visitors. They would need to briefly practice and plan what they will say, which should include welcoming visitors, orienting them to the museum space and the exhibits, encouraging them to use the Museum Exhibit Questions anchor chart and compliment cards to dialogue with students and give positive feedback. Invite students to choose the job they most want, if available, including helping to create the museum.

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

MEETING STUDENTS' NEEDS 

In Work Times A and B, foster a workshop atmosphere by allowing for flexible groupings, support, and time on tasks. Then use this flexibility to create strategic groupings for one or more of the activities as needed as well as to provide individual support and extra time for students to complete the tasks. For example:

Some students may need the support of orally rehearsing their ideas with a partner before writing their labels.

Some students may not need as much time as is allotted for writing their labels and can use the extra time for revising with a peer.

Some students may quickly finish their writing and revision in Work Time A and be ready to assist other students with their writing and revisions. Mentoring others solidifies their understanding of vocabulary and language structures and gives them additional opportunities to practice their speaking skills.

In Work Times A and B, foster a workshop atmosphere by allowing for flexible groupings, support, and time on tasks. Then use this flexibility to create strategic groupings for one or more of the activities as needed as well as to provide individual support and extra time for students to complete the tasks. For example:

Some students may need to work in pairs to small groups to write their labels. These groups can be homogeneous by language or content proficiency.

Some students may need the support of orally rehearsing their ideas with a partner in English or in their home language before writing their labels.

Some students may need teacher and peer support to identify sentences from the Model Curator's Statement and Label that they can adapt and use in their own writing.

A. Practice Conversations - SL.7.4 (15 minutes)

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

"I can use appropriate eye contact, adequate volume, and clear pronunciation to present my museum exhibit."

"I can use formal English while presenting my museum exhibit."

• Inform students that they will practice the kinds of conversations that are held when expert curators chat with museumgoers. To do so, they will participate in a Peer Critique protocol. Remind students that they participated in a Peer Critique protocol in Module 1. Display and distribute the Peer Critique: Museum Exhibit Norms and Directions handout and the Peer Critique anchor chart. Read aloud the handout and ask if anyone has any clarifying questions.

• To prepare for the conversation, ask students to create a list of the kinds of questions that might be asked about their exhibits. Using a total response technique, create a Museum Questions anchor chart.

• Discuss with students that the first step in this process is inviting and welcoming the museumgoer to the exhibit. Ask students to Turn and Talk about ways to do this. Use a total response technique to hear a few examples of ways to invite a museumgoer to the exhibit.

• Explain to students that the second step is to invite conversation:

"One way to invite conversation is to ask, 'Is there anything you'd like to discuss with me about the exhibit? Do you have any questions for me?'"

• Explain to students that if the answer is "yes," then the conversation is up and running. If the answer is "no," then take the opportunity to explain aspects of the exhibit and discuss the curator's statement. It's important to keep the conversation going by inviting questions and explaining the exhibit when there aren't any questions. Additionally, be sure to give museumgoers space and time to quietly read and reflect on what they're seeing. Sometimes it takes people a bit of time to process before they're able to come up with questions. Be sure to provide that time.

• Remind students that once the conversation is going, it's important to use all that we've learned about discussion norms to keep it going. Display and review the Discussion Norms anchor chart.

• Invite students to join with a partner and decide who will be the exhibit curator and expert first, and who will be the museumgoer first. The first person to be the exhibit curator and expert is partner A, and the first person to be the museumgoer is partner B. Both partners will play both roles. The exhibit curator and expert will stand near their exhibit materials: their pieces, their curator's statement, and their labels.

• Circulate among the partnerships. Prompt the partnerships as needed. After the first round of conversation has been completed, invite students to give and receive feedback by following the Peer Critique protocol. Invite students to switch roles, move to the other person's exhibit, and follow the same steps.

MEETING STUDENTS' NEEDS 

During Closing and Assessment A, some students may benefit from several rounds of practice conversations. Encourage these students to move on to new pairings when they finish one round of practice conversations.

B. Harlem Renaissance Museum - SL.7.4, SL.7.6 (30 minutes)

• Together with student presenters welcome the museumgoers, encouraging them to use the Museum Questions anchor chart to engage as many students in dialogue about their exhibits as they can. Provide pens and compliment cards at each exhibit for museumgoers who prefer to leave written notes for students. If museumgoers are fellow students, review norms for discussion, emphasizing that this is a celebratory activity and that constructive feedback is not appropriate at this time.

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