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Pictorial:

Preparing the Learner

Harlem Renaissance

G7-M3-U1.5

Mini-lesson for use multiple times from mid-U1 through mid-U2

Designated ELD for

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Lesson Description

Learning Target	Student Activities	Standards	Exit Ticket Language	Materials
I can use domain specific words to explain causes of the Harlem Renaissance.	Review key words from Harlem Renaissance. Word Card Review Exit Ticket	ELD.PI.12 (Use domain specific words while speaking and writing) ELD.PII.6 (Connecting Ideas)		Harlem Renaissance Pictorial Handout (1 per student) Text: One Last Word

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Lesson Prep & Materials

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Designated ELD

In Designated ELD, we interact in meaningful ways to learn about how English works

Language learning is rooted what the language means, rather that how “correct” it is. How do the specific language and language features carry the meaning?
We focus on the four domains of language (below) with different domains in focus at different times/on different days.

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Lesson Description

G7-M3-U1.5

Word Card Review for Harlem Renaissance Pictorial

OVERALL GOALS AND DESCRIPTION

This lesson reviews domain specific vocabulary for the module, which is important for students to be able to produce their annotated exhibit. Students use the pictorial anchor chart created in the beginning of the module and continue describing causes of the social movement. The lesson is designed to be used across several 5-10 minute chunks in conjunction with any other lesson where the teacher feels it fits, in order to practice with key vocabulary for the module.

AMPLIFIES LANGUAGE FEATURES OF ELA Lesson 1

GUIDING QUESTION/S OF ELA UNIT

What are some of the historical factors surrounding and contributing to the Harlem Renaissance?

LANGUAGE TARGET AND FOCUS

I can use domain specific words to explain causes of the Harlem Renaissance.

CA ELD Standards

ELD.PI.12 (Use domain specific words while speaking and writing)

ELD.PII.6 (Connecting Ideas)

Language features

Domain-specific vocabulary: Great Migration, Jim Crow, Civil War, Racism, Oppression, Urgency, Expression, Culture, Identity, Creativity, Power, Community, Movement

Informal Assessment

Listen for language features above as students justify reasoning for placing words where they have on the pictorial anchor chart.

Alignment with upcoming writing task

When curating their exhibit at the end of the unit, students will use domain-specific vocabulary and cause/effect language to describe characteristics of the cultural movement, for example, artists’ motivations were affected by social conditions.

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Lesson Description Cont.

Materials Needed

Pictorial from M3 U1 L1
Print out Word Cards

Text

One Last Word

NEWCOMER/EMERGING Prompt students to try out combining sentences with conjunctions, but use clauses with less domain-specific vocabulary, for example, “There was racism, so they moved.”
EXPANDING This lesson is targeted at an Expanding level ELL. Jim Crow Laws in the South threatened survival of Black people, so some Black people moved to find new opportunities in the North.
BRIDGING Bridging level ELLs should be expected to use more complex and compound sentences using the target language. Challenge students to use all the coordinating conjunctions, not just and, but, and so. Prompt metacognition about how this sometimes requires moving beyond our sentence frame. For example: “During the Great Migration, many Black people moved from the Jim Crow South to the North, for they believed they would find new opportunities there. This sentence does explain the cause of migration with a coordinating conjunction, but it doesn’t follow the formula of (cause) (conjunction) (effect).

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Pictorial Before Word Card Review (WCR)

Pictorial After Series of WCR Mini-lessons

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Preparing the Learner

5 minutes

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Word Card Review: Prepare

Tell your partner: What were some causes and effects of the Harlem Renaissance?

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Language Target:

I can use academic vocabulary and domain specific words to describe the historical factors surrounding and contributing to the Harlem Renaissance.

(Repeat)

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You will need...

Harlem Renaissance Pictorial Handout

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Access to Text

20 minutes

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For about 10 minutes, we’ll review key words that help us explain the causes & effects of the Harlem Renaissance.

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Language Practice & Language Application

Together

10 minutes

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Present your chart live in your classroom so it can remain as a resource even when not projected.
If you don’t have a paper version of the pictorial, you can project it. To use this option, just project the digital pictorial (provided on the next slide) and prompt students to tape words onto the board or screen.

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You will get a word from one of our texts. The teacher will give you a chance to talk with your team. Make sure everybody knows the meaning and where the word could fit on our chart.
The teacher will define each word or give examples, without saying the word.
Listen. If the teacher is talking about your word, stand up and label our pictorial. Tape the word where it belongs.
Justify your choice: How do you know your word fits the description? Why does it belong where you put it?

Example: (Word) belongs _____ because ___________

Game: Word Card Review

T can choose to pass one word to each student, pair, or team, depending on the number of students in a group.

Example of a teacher in upper elementary using word card review (less structured than would be ideal, but gives a gist of how it could look): https://www.youtube.com/watch?v=OOHdkQRnvfE

Step-by-step teacher process to assure structure & student reflection:

Words and vocabulary terms explicitly taught during a previous lesson from an Input Chart are prewritten as word cards (typically bright colored cards to highlight and imprint key terms)

Prepare

1. The teacher gives a general prompt, “These are word cards from our previous lesson. When you receive a card, look at what word it is, what it means, where it goes on our chart, and why”

2. The teacher shows one card and prompts the class with, “Read it with me.” The cards are then handed to specific students. The teacher may differentiate by selecting which cards go to which students. Any student can receive any word card. If you predict that a student doesn’t know the meaning of the word, that’s okay: just provide additional scaffolding when the time comes for them to identify their word.

3. After all cards are handed out, a pair-share opportunity is given. Prompt students to turn and talk to their partner or team about the card that is near them: What is the word or term, what does it mean, and where does it fit best on the chart.

4. The teacher will then provide instructions, “I’m going to provide various clues for the cards. When you know what card I’m discussing, come on up to the chart and place it in the best location for it.”

Play the Game

5. The teacher will provide clues to access the various cards, starting with high-level clues and working to lower level clues until the student can access it. For example, for “Migration,” start with “This is a large-scale social process wherein groups of humans or animals move from one location to another as part of a push-pull dynamic.” If the person holding “Migration” doesn’t stand up, carry on: “During the Harlem Renaissance, this happened when many Black people moved from the Southern U.S. to Northern states.” If necessary, say

6. When a student correctly identifies (perhaps with helpful nudges from their teammates) that they hold the card the teacher is describing, they can stand up and bring it up to the board and tape it where it belongs.

7. Ask them “How did you know to place the card there?” There is no one correct location for any given word. The key here is that students are able to justify their reasoning by using language from the module to explain how this word fits into the broader conceptual context.

8. Work through as many cards as you have time for in one sitting. Cards that are on the pictorial chart can stay taped there for the remainder of the module. Collect unused cards to be re-distributed during your next session of Word Card Review. At that time, simply re-distribute cards to those who’ve had them and pick up at step 4.

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With your team, discuss:

What is our word?
What does it mean?
Where does it belong on the pictorial chart?
Why?

Game: Word Card Review

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2-3. Listen to the clues.

When the teacher is talking about your word, stand up and tape it to our pictorial chart.

Game: Word Card Review

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4. Justify your choice.

How do you know the word fits where you taped it?
How does the word connect with big ideas of the pictorial chart?
How does the word connect with other words or pictures on the pictorial chart?

Game: Word Card Review

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Reflect on Learning

5 minutes

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Language Target:

I can use academic vocabulary and domain specific words to describe the historical factors surrounding and contributing to the Harlem Renaissance.

(Repeat)

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