The Harlem Renaissance |
Grade 7: Module 3: Unit 3: Lesson 2 |
Entrance Ticket: Unit 3, Lesson 2
RL.7.4
(Example for Teacher Reference)
Directions: As you enter class, read the following quote from the poem you’ll read today and respond to the prompts below.
“When tears threaten, breathe. Things / will lift, like morning mist. By and by, you’ll pass / over each bridge of trouble, see the sadness drift away.”
What is the gist of this quote?
Answers will vary, but may include: Sadness doesn’t last forever.
What does this quote suggest about the poem we will be reading?
Answers will vary, but may include: This quote suggests that the poem we will be reading is about making it through these difficult times.
What connections do you see between this quote and other works we’ve read so far in this module?
Answers will vary, but may include: This quote reminds me of some of the other poetry we’ve read in this module, such as “Hope,” which had the theme that hard times do not last forever.
Entrance Ticket: Unit 3, Lesson 2
RL.7.4
Name: Date:
Directions: As you enter class, read the following quote from the poem you’ll read today and respond to the prompts below.
“When tears threaten, breathe. Things / will lift, like morning mist. By and by, you’ll pass / over each bridge of trouble, see the sadness drift away.”
What is the gist of this quote?
What does this quote suggest about the poem we will be reading?
What connections do you see between this quote and other works we’ve read so far in this module?
Analyze Poetry Note-Catcher
RL.7.2, RL.7.4, RL.7.5, L.7.5
(Example for Teacher Reference)
Poem Title and Author: “On Bully Patrol” by Nikki Grimes
Directions: Read the poem. Then complete the steps below.
First Impressions
Turn and Talk with a partner: What is this poem about? How did the poem make you feel? What do you notice? What do you wonder?
Analysis
Reread the poem. With a partner, complete the chart below.
Gist How is the poem organized? The poem has twelve stanzas, and every line ends with a word borrowed from the poem “Hope” by Georgia Douglas Johnson. What is the gist of each section (line, couplet, or stanza) of the poem? 1st: A mother comforts her child, who has been insulted because of her race. 2nd: A mother remembers her own hurt at the hands of bullies. 3rd: A mother remembers losing her father, recalls that difficult times pass. 4th: A mother recalls the time her daughter was sick, who now “leap[s].” 5th: Her eldest child is like her, stubborn and a perfectionist. 6th: Good traits take time; bad habits can come quickly. |
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Structure How does structure (including rhyme and repetition) contribute to meaning? It uses the Golden Shovel technique to take the words from the poem “Hope” by Georgia Douglas Johnson and use them as the ending words for each line in this poem. It is organized into twelve stanzas. By ending the lines with words from “Hope,” the poet connects the meaning of the poem to the ideas in “Hope.” For example: Stanza 1: (In the first stanza, the speaker is comforting her youngest daughter. Her daughter was bullied and felt “feeble and frail” and also full of “sorrow,” like the children in “Hope.”) Stanza 2: (The speaker is recalling her own time being bullied in this stanza. It connects to the line from “Hope” because her daughter is being bullied for being “too dark . . . too whatever,” but the speaker also remembers that the “light shines through.”) Stanza 3: (The speaker is recalling that she lost her father when she was young. It connects to “Hope,” because the line mentions the world changing and how “all things pass away.”) Stanza 4: (This stanza is a description of the speaker’s daughter, how she is healthy now but was very sick once. It connects to the line from “Hope,” because she is remembering that the dark “night” of her daughter’s illness didn’t last forever.) |
Language How does the language (including word choice and figurative language) in the poem influence meaning? “I shape my love like fingers, pluck the splinters of hate, one by / one” (6–7) – This shows how the mother comforts the daughter and shows how badly the daughter has been hurt. “scars they hide, each jagged as a red-rose / thorn” (14–16) – This shows that the people who bully are often hurt themselves. “Thought I’d crack from the weight of the hurt, but time has / a way of teaching that life finds its / own balance.” (20–22) – It shows the pain she suffered when her father died, but also how time helped to heal her. “Be grateful that darkness burns to ash in the flame of the day” (33–34) – This shows that difficult times pass. |
Theme What is a theme of this poem? Possible Themes: Difficulties will eventually pass. There is hope for the future despite hard times in the present. |
Putting It All Together
Below, write a paragraph explaining how the poet uses structure and language to develop a theme. Be sure to introduce the poem, state the theme, and support your interpretation with specific references to the structure and the language in the text.
The poem “ ” is about
A theme developed in the poem is
The poem is structured with
This structure develops the theme by
The poet also uses figurative language such as
The figurative language develops the theme by
Completed in Lesson 3.
Making Connections
What other poems, songs, or visual art pieces does this poem remind you of? What themes do they share? In what ways are they similar in structure or use of language? Capture your thinking below.
Titles of Works (poems, songs, or visual art) |
Type of Connection (theme, structure, or language) and Explanation |
Completed in Lesson 3. |
Both works have a similar For example, in the work Similarly, in the work Completed in Lesson 3. |
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Source: Grimes, Nikki. One Last Word: Wisdom from the Harlem Renaissance. Bloomsbury, 2017.
Analyze Poetry Note-Catcher
RL.7.2, RL.7.4, RL.7.5, L.7.5
Name: Date:
Poem Title and Author:
___________________________________________________________________________
Directions: Read the poem. Then complete the steps below.
First Impressions
Turn and Talk with a partner: What is this poem about? How did the poem make you feel? What do you notice? What do you wonder?
Analysis
Reread the poem. With a partner, complete the chart below.
Gist How is the poem organized?
What is the gist of each section (line, couplet, or stanza) of the poem?
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Structure How does structure (including rhyme and repetition) contribute to meaning?
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Language How does the language (including word choice and figurative language) in the poem influence meaning?
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Theme What is a theme of this poem?
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Putting It All Together
Below, write a paragraph explaining how the poet uses structure and language to develop a theme. Be sure to introduce the poem, state the theme, and support your interpretation with specific references to the structure and the language in the text.
Making Connections
What other poems, songs, or visual art pieces does this poem remind you of? What themes do they share? In what ways are they similar in structure or use of language? Capture your thinking below.
Titles of Works (poems, songs, or visual art) |
Type of Connection (theme, structure, or language) and Explanation |
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Analyze Poetry Note-Catcher
RL.7.2, RL.7.4, RL.7.5, L.7.5
Name: Date:
Poem Title and Author: _______________________________________________________
__________________________________________________________________________
Directions: Read the poem. Then complete the steps below.
First Impressions
Turn and Talk with a partner: What is this poem about? How did the poem make you feel? What do you notice? What do you wonder?
Analysis
Reread the poem. With a partner, complete the chart below.
Gist How is the poem organized?
What is the gist of each section (line, couplet, or stanza) of the poem?
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Structure How does structure (including rhyme and repetition) contribute to meaning?
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Language How does the language (including word choice and figurative language) in the poem influence meaning?
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Theme What is a theme of this poem?
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Putting It All Together
Below, write a paragraph explaining how the poet uses structure and language to develop a theme. Be sure to introduce the poem, state the theme, and support your interpretation with specific references to the structure and the language in the text.
The poem “ ” is about
A theme developed in the poem is
The poem is structured with
This structure develops the theme by
The poet also uses figurative language such as
The figurative language develops the theme by
Making Connections
What other poems, songs, or visual art pieces does this poem remind you of? What themes do they share? In what ways are they similar in structure or use of language? Capture your thinking below.
Titles of Works (poems, songs, or visual art) |
Type of Connection (theme, structure, or language) and Explanation |
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Both works have a similar
For example, in the work
Similarly, in the work
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Homework: Analyze “On Bully Patrol,” Part I
Name: Date:
Read the following excerpt, and answer the question below.
“I sigh, recalling the ultimate value of / such doggedness, the strength implied, the/sturdy beauty of a stubborn seed” (42–44).
What idea is the phrase the sturdy beauty of a stubborn seed developing in the text? (RL.7.4)
the power of being persistent
the difficulty of making things grow
the danger of sticking too long to one thing
the benefit of looking for new opportunities
Read the following excerpt, and answer the question below.
“Notice, traits of beauty tend to inch along in growth” (45).
How does this first line connect the ideas of the fifth and sixth stanzas together? (RL.7.5)
by showing how too much freedom can be a bad thing
by warning that sometimes hard work is not rewarded
by explaining why the daughter is different from the speaker
by suggesting how difficult it is to achieve worthwhile things
What does the author mean by [a] bad habit is an ugly weed (53)? (RL.7.4, L.7.5)
Bad habits grow quickly.
Bad habits are often hidden.
Bad habits are not always bad.
Bad habits are not able to be changed.
How does the line Grimes borrows from “Hope” for stanza 5 relate to the ideas in the stanza? (RL.7.5)
by describing how people can differ
by showing why people become bored
by describing how people lose their way
by showing how traits can be passed down
How does “On Bully Patrol” expand upon the themes in “Hope”? How does Grimes’ use of the poem for the Golden Shovel help demonstrate this connection? (RL.7.2, RL.7.5)
So far, “On Bully Patrol” is expanding on the themes in “Hope” by
In “Hope,” the speaker was addressing or writing to
In “On Bully Patrol,” the speaker is a mother speaking to
She uses the example of a daughter being bullied at school to talk about
The speaker is taking the wisdom of the poem “Hope”
Source: Grimes, Nikki. One Last Word: Wisdom from the Harlem Renaissance. Bloomsbury, 2017.
5-Minute Mini Language Dive Guide
RL.7.4, L.7.4b
(For Teacher Reference)
Sentence
But habits mean and horrible are devilishly swift to sprout and spread. (from stanza 5 of “On Bully Patrol” by Nikki Grimes)
Lesson 2 Placement
Lead this Mini Language Dive after students read and analyze figurative language in “On Bully Patrol” in Work Time B.
Rationale
Daily Learning Target and Focus Standards: The sentence helps students to address the daily learning target (I can determine the meaning of figurative language in “On Bully Patrol”) and RL.7.4 by using figurative imagery to compare mean habits to weeds that grow out of control and by including repetition of sounds and structures to emphasize ideas in the stanza. This sentence also helps students address L.7.4b by featuring a word (devilishly) whose multiple affixes give clues about its meaning.
Language Structure: This sentence is compelling because it uses figurative language, it incorporates alliteration (swift to sprout and spread), and it contains repetition of structure (mean and horrible; sprout and spread).
Transfer: Interpreting and deconstructing figurative language in the second half of “On Bully Patrol” in the following lesson.
Deconstruct
Display and read aloud the sentence: But habits mean and horrible are devilishly swift to sprout and spread.
Ask:
“What is the gist of this sentence?” (Responses may vary. Encourage and acknowledge all responses.)
Read aloud the focus structure: devilishly swift to sprout and spread. Draw students’ attention to the words sprout and spread.
Ask:
“What action does the verb sprout usually describe?” (Sprout usually describes a plant that has just begun to grow.)
“Of the plants that sprout, which might also spread?” (Most plants sprout, but weeds spread.)
“What do you notice about the sounds of these two words, sprout and spread?” (Both words begin with an spr- sound.)
As needed, remind students that repeated sounds are called alliteration.
“What is the impact of using alliteration in this poem?” (Responses will vary, but may include: It makes the poem sound better; it ties together different ideas in the poem.)
Draw student attention to the word devilishly.
“What root and affixes do you see within this word? What do these parts of the word suggest about its meaning?” (The root devil describes an evil force. The affix -ish allows us to make adjectives out of nouns, and the affix -ly allows us to make adverbs out of adjectives. Altogether, this suggests that the meaning of the word is to do something in an evil way.)
Reconstruct
Read aloud the entire sentence on display: But habits mean and horrible are devilishly swift to sprout and spread.
Ask:
“What habits mean and horrible might the poet be referring to? You can refer to the poem as needed.” (The poet is referring to habits like lying, cheating, or treating others poorly.)
“How are mean and horrible habits similar to weeds that devilishly sprout and spread?” (Weeds grow quickly and without care for their environment. They can destroy a garden of flowers. This imagery helps the reader understand the power of mean and horrible habits.)
“How does the author’s use of the word devilishly contribute to the imagery of the sentence?” (The meaning of this word adds to the idea that negativity is spread by bad habits.)
“What kind of figurative imagery do you think the poet might have included if she were describing positive habits, like habits of character?” (Responses will vary, but look for students to generate images that are lighter, sweeter, and positively connotated.)
Ask:
“Now what do you think is the meaning of this sentence?” (Responses will vary.)
“How
does the Language Dive add to your understanding of the daily
learning target:
I
can determine the meaning of figurative language in ‘On Bully
Patrol’?” (Responses will vary.)
Practice
Display the sentence frame:
Habits of character kind and true are ________ swift to ________ and _______.
adverb verb verb
(subject + verb + adjective phrase + infinitive phrase)
Ask:
“Use the frame to write, not about habits mean and horrible, but about habits of character! Follow the same pattern as the Mini Language Dive sentence to figuratively describe the movement or impact of habits of character. If you can, attempt alliteration!”
Possible student answers:
Habits of character kind and true are sweetly swift to brighten and beautify!
5-Minute Mini Language Dive Note-Catcher
Name: Date:
Lesson 2
RL.7.4, L.7.4b
Sentence
But habits mean and horrible are devilishly swift to sprout and spread. (from stanza 5 of “On Bully Patrol” by Nikki Grimes)
Practice
Habits of character kind and true are ______________________ swift to
adverb
______________________ and ______________________.
verb verb
Lesson 7
RI.7.4, SL.7.1, L.7.4, L.7.5c
Sentence
Stop and experience the painting Seascape, by Palmer Hayden, and discover the rows of birds flocking over a turbulent ocean. (from the label for the “Weathering the Storm” model performance task)
Practice
_____________________________________________________________________ and
imperative verb phrase
__________________________________________________________________________
imperative verb phrase
___________________________________, by ____________________________________
title of work creator of work
and _________________________________________________.
independent clause with imperative verb
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Tags: grade 7:, grade, harlem, renaissance, module